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23  WEST  MASN  STRilT 

WEBSTiR,N.Y.  14S80 

(7VS>  •73-4S03 


Ls  I 


CIHM/ICMH 

Microfiche 

Series. 


CmM/ICMH 
Collection  de 
microfiches. 


Canadian  Institute  for  Historical  Microreproductions  /  Institut  Canadian  de  microreproductions  historiques 


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Technical  and  Bibliographic  Notes/Notes  techniques  et  bibliographiques 


The  Institute  has  attempted  to  obtain  the  best 
original  copy  available  for  filming.  Features  of  this 
copy  which  may  be  bibliographically  unique, 
which  may  alter  any  of  the  images  in  the 
reproduction,  or  which  may  significantly  change 
the  usual  method  of  filming,  are  checked  below. 


D 


D 


D 

n 


D 


Coloured  covers/ 
Couverture  de  couleur 


I      I    Covers  damaged/ 


Couverture  endommagde 

Covers  restored  and/or  laminated/ 
Couverture  restaurde  et/ou  pelliculie 


□    Cover  title  missing/ 
Le  titre  de  couverture  manque 

I      I    Coloured  maps/ 


Cartes  gdographiques  en  couleur 


Coloured  ink  (i.e.  other  than  blue  or  black)/ 
Encre  de  couleur  (i.e.  autre  que  bleue  ou  noire) 


Coloured  plates  and/or  illustrations/ 
Planches  et/ou  illustrations  en  couleur 


Bound  with  other  material/ 
Relie  avec  d'autres  documents 

Tight  binding  may  cause  shadows  or  distortion 
along  interior  margin/ 

La  reliure  serree  peut  causer  de  I'ombre  ou  de  la 
distortion  le  long  de  la  marge  int6rieure 

Blank  leaves  added  during  restoration  may 
appear  within  the  text.  Whenever  possible,  these 
have  been  omitted  from  filming/ 
II  se  peut  que  certaines  pages  blanches  ajoutAes 
lors  d'une  restauration  apparaissent  dans  le  texte, 
mais,  lorsque  cela  6tait  possible,  ces  pages  n'ont 
pas  6t6  filmdes. 

Additional  comments:/ 
Commentaires  suppl^mentaires: 


L'Institut  a  microfilm^  le  meilleur  exemplaire 
qu'il  lui  a  iti  possible  de  se  procurer.  Les  details 
de  cet  exemplaire  qui  sont  peut-dtre  uniques  du 
point  de  vue  bibliographique,  qui  peuvent  modifier 
une  image  reproduite,  ou  qui  peuvent  exiger  une 
modification  dans  la  mithode  normale  de  filmage 
sont  indiqu6s  ci-dessous. 


I      I   Coloured  pages/ 


D 
D 


D 
D 


n 


Pages  de  couleur 

Pages  damaged/ 
Pages  endommagdes 

Pages  restored  and/or  laminated/ 
Pages  restaurdes  et/ou  pelliculdes 

Pages  discoloured,  stained  or  foxed/ 
Pages  d6color6es,  tachet^es  ou  piqu6es 

Pages  detached/ 
Pages  ddtachdes 

Showthrough/ 
Transparence 


I      I    Quality  of  print  varies/ 


Quality  indgale  de  I'impression 

Includes  supplementary  material/ 
Comprend  du  materiel  suppldmentaire 


Only  edition  available/ 
Seule  Edition  disponible 

Pages  wholly  or  partialjy  obscured  by  errata 
slips,  tissues,  etc.,  have  been  refilmed  to 
ensure  the  best  possible  image/ 
Les  pages  totalement  ou  partiellement 
obscurcies  par  un  feuillet  d'errata,  une  pelure, 
etc.,  ont  6t6  filmies  A  nouveau  de  fagon  A 
obtenir  la  meilleure  image  possible. 


This  item  is  filmed  at  the  reduction  ratio  checked  below/ 

Ce  docur.ient  est  filmi  au  taux  de  r6duction  indiquA  ci-dessous. 


10X 

14X 

18X 

22X 

26X 

30X 

^/ 

12X 

16X 

20X 

a4x 

28X 

32X 

tails 
du 

idifier 
une 
nage 


The  copy  filmed  here  has  been  reproduced  thanks 
to  the  generosity  of: 

National  kibrary  of  Canada 


The  images  appearing  here  are  the  best  quality 
possible  considering  the  condition  and  legibility 
of  the  original  copy  and  in  keeping  with  the 
filming  contract  specificatiors. 


L'exemplaire  filmd  f ut  reproduit  grSce  d  la 
g6n6rosit6  de: 

Bibliothdque  nationale  du  Canada 


Les  images  suivantes  ont  6t6  reproduites  avec  le 
plus  grand  soin,  compte  tenu  de  la  condition  et 
de  la  nettet6  de  l'exemplaire  film6,  et  en 
conformity  avec  les  conditions  du  contrat  de 
filmage. 


Original  copies  in  printed  paper  covers  are  filmed 
beginning  with  the  front  cover  and  ending  on 
the  last  page  with  a  printed  or  illustrated  impres- 
sion, or  the  back  cover  when  appropriate.  All 
other  original  copies  are  filmed  beginning  on  the 
first  page  with  a  printed  or  illustrated  impres- 
sion, and  ending  on  the  last  page  with  a  printed 
or  illustrated  impression. 


Les  exemplaires  originaux  dont  la  couverture  en 
papier  est  imprimis  sont  filmis  en  commenpant 
par  le  premier  plat  et  en  terminant  soit  par  la 
dernidre  page  qui  comporte  une  empreinte 
d'impression  ou  d'illustration,  soit  par  le  second 
plat,  selon  le  cas.  Tous  les  autres  exemplaires 
originaux  sont  filmds  en  commenpant  par  la 
premidre  page  qui  comporte  une  empreinte 
d'impression  ou  d'illustration  et  en  terminant  par 
la  dernidre  page  qui  comporte  une  telle 
empreinte. 


The  last  recorded  frame  on  each  microfiche 
shall  contain  the  symbol  —^>(  meaning  "CON- 
TINUED"), or  the  symbol  V  (meaning  "END"), 
whichever  applies. 


Un  des  symboles  suivants  apparaitra  sur  la 
dernidre  image  de  cheque  microfiche,  selon  le 
cas:  le  symbols  -^  signifie  "A  SUIVRE",  le 
symbols  V  signifie  "FIN". 


Maps,  plates,  charts,  etc.,  may  be  filmed  at 
different  reduction  ratios.  Those  too  large  to  be 
entirely  included  in  one  exposure  are  filmed 
beginning  in  the  upper  left  hand  corner,  left  to 
right  and  top  to  bottom,  as  many  frames  as 
required.  The  following  diagrams  illustrate  the 
method: 


Les  cartes,  planches,  tableaux,  etc.,  peuvent  dtro 
film6s  d  des  taux  de  rMuction  diffirents. 
Lorsque  le  document  est  trop  grand  pour  dtre 
reproduit  en  un  seul  clichi,  11  est  film6  d  partir 
de  Tangle  sup6rieur  gauche,  de  gauche  d  droite, 
et  de  haut  en  bas,  en  prenant  le  nombre 
d'images  nicessaire.  Les  diagrammes  suivants 
illustrent  la  mithode. 


rrata 

0 


pelure, 
1  A 


□ 


32X 


1 

2 

3 

1 

2 

3 

4 

5 

6 

CANADA 


NATIONAL  LIBRARY 
BIBUOTHEQUE  NATIONALE 


J 


EDITED  BY 

WILLIAM  T.  HARRIS,  A.M.,LL.D. 


Volume  XXXVIII, 


II^SPEOTOn  OF  RJBLIC  LIBRARIES 


THE 


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INTERNATIONAL  EDUCATION  SERIES 


THE 


SCHOOL  SYSTEM  OF  ONTARIO 


(CANADA) 


ITS  HISTORY  AND  DISTINCTIVE  FEATURES 


BY 

The  Hon.   GEORGE  W.  ROSS,  LL.D. 

MINISTER  OF  EDUCATION  FOR  THE  PROVINCE  OF  ONTARIO 

AUTHOR  OF 

THE  SCHOOLS  OF  ENGLAND  AND  OERHANT 

PATRIOTIC  RECITATIONS  FOR  SCHOOLS  AND  COLLEGES,  ETC. 


NEW    YORK 
D.    APPLETON    AND    COMPANY 

1896 


Copyright,  1896, 
By  D.  APPLETON  AND  COMPANY. 


7-1^ 


\\ 


Electbotypkd  and  Pmnted 

AT  THE  ApPLETON  PrESS,  U.  S.  A. 


t^ 


EDITOR'S  PREFACE. 


The  publishers  take  pleasure  in  presenting  a  new 
volume  in  the  fourth  department  of  this  series,  that  of 
Practice  or  Education  as  an  art.  This  is  a  work  on  the 
organization  and  supervision  of  schools,  and  a  most  in- 
structive one.  After  the  history  of  educational  theories 
and  their  criticism,  one  is  prepared  for  a  study  of  sys- 
tematic treatises  on  the  theory  of  pedagogy.  Then  come 
treatises  on  the  art  of  instruction  and  discipline ;  and 
lastly,  in  our  classification,  works  on  the  organization  and 
supervision  of  schools.       • 

Next  after  the  study  of  school  organization  in  the 
several  States  of  our  own  country  comes  that  of  the  colo- 
nies of  Great  Britain.  Descended,  like  ourselves,  from 
the  people  that  invented  local  self-government,  their 
solutions  of  the  problem  of  popular  education  have  in 
many  respects  the  same  features  that  we  find  in  the 
United  States.  But,  unlike  our  own  people,  these  colo- 
nies have  never  passed  through  an  epoch  of  revolution 
and  become  separate  from  the  parental  Government. 
From  this  circumstance  flows  a  stream  of  results  that 
mark  considerable  differences  in  practice. 

It  was  natural  that  the  people  of  our  colonies  should 
develop  an  almost  morbid  feeling  against  centralization. 
The  true  civil  government  is  a  proper  balance  between 


VI 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


centralization  and  individualism,  the  central  power  lim- 
iting itself  to  doing  such  things  only  as  the  individual 
can  not  do  so  well,  and  in  all  cases  helping  the  individual 
to  help  himself.  With  our  phobia  agains*  centralization, 
there  have  been  frequent  cases  in  which  the  central  Gov- 
ernment has  failed  to  take  the  initiative  in  matters  of 
great  public  concern.  The  individual  has  in  many  in- 
stances been  left  to  sufifer  for  his  feebleness  where  he 
might  have  been  re-enforced  .and  made  strong  by  the 
social  whole.  The  consequence  has  been  a  slower  growth 
in  that  function  of  our  Government  which,  in  the  lan- 
guage of  the  Constitution,  is  "  to  provide  for  the  public 
welfare." 

The  British  colonies  in  many  particulars  furnish  in- 
stances where  the  central  power  has  acted  more  freely 
and  provided  for  the  public  welfare  more  wisely  than  it 
has  done  with  us. 

Take,  in  the  present  volume,  the  account  of  the  per- 
sistent attempt  to  secure  the  best  method  of  supervision 
(Chapters  I  and  II) — an  attempt  crowned  with  success. 
Take  the  record  that  describes  the  growth  of  the  codes  of 
comprehensive  rules  and  regulations  for  the  administra- 
tion of  details  in  localities.  The  central  power  sets  the 
standards  so  that  the  local  authority  can  readily  see  the 
ideal  and  criticise  for  itself  its  own  results.  The  indi- 
vidual is  left  free  in  many  details  of  method,  but  must 
secure  a  certain  standard  of  success  in  what  he  accom- 
plishes. 

We  may  read  with  interest  and  profit  the  growth  of 
the  plan  for  the  professional  training  of  teachers;  that 
for  school  libraries,  and  the  final  substitution  of  town  or 
village  public  libraries;  that  for  secondary  and  higher 
education;  that  for  the  provision  of  good  text-books; 


EDITOR'S  PREFACE. 


Vll 


the  care  for  equal  justice  in  the  matter  of  separate 
schools  for  religious  denominations ;  the  systematic 
modes  of  procedure  in  selecting  schoolhouse  sites  and  in 
adopting  plans  for  building  that  secure  the  best  hygiene 
for  teacher  and  pupil. 

Throughout  this  volume  is  seen  what  may  be  done 
by  a  central  power  that  makes  a  liberal  appropriation  of 
money  to  local  authorities,  but  requires,  as  a  condition, 
the  recipient  to  respond  by  contributing  an  equal  sum  of 
money,  and  by  showing  to  the  central  supervisory  power 
results  that  equal  the  standard  of  requirement.  It  may 
be  doubted  whether  there  is  another  i.  Jance  in  America 
of  so  wise  a  use  of  money  and  supervi- jry  power  as  is 
shown  in  this  Province  of  Ontario,  oxcepting  the  'tdmin- 
istration  of  the  Peaboc'y  and  Slatei  lunds  fo^  ine  stimu- 
lation and  nurture  of  education  in  our  I^'outhern  States. 
The  Peabody  fund  is  worth  studying  as  another  example 
of  wise  centralization  used  for  increasing  local  and  indi- 
vidual self-help. 

In  proportion  to  the  progress  of  our  country  toward 
an  urban  condition  of  civilization  and  the  political  sub- 
ordination of  the  rural  phase,  we  ourselves  achieve  this 
desirable  feature  of  wise  centralization  that  really  and 
truly  "  provides  for  the  public  welfare,"  in  the  sense  that 
the  deep-seeing  mind  of  Jefferson  used  those  words.  Wo 
at  the  same  time  outgrow  that  morbid  jealousy  of  cen- 
tralization, not  fearing  any  longer  the  usurpation  of  our 
liberties,  now  that  we  have  the  newspaper,  universal  free 
suffrage,  and  a  government  by  public  opinion. 

The  difference  between  a  well-balanced  civil  govern- 
ment and  socialism  is  as  well  marked  as  the  difference 
between  mere  individualism  and  anarchy ;  for,  while  the 
civil  state  helps  the  locality  or  the  individual  only  where 


VllI 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


it  can  increase  local  or  individual  self-help,  or  where  the 
interest  of  the  social  whole  is  subserved  by  it,  socialism 
does  the  deed  for  the  individual  and  destroys  his  power 

of  self-help  altogether.    It  assumes  all  directive  power 

all  power  of  initiative.  The  civil  government  of  the 
Anglo-Saxon  finds  the  true  balance  between  central  and 
local  powers  where  each  re-enforces  the  other. 

The  school  system  at  home  in  Great  Britain  is  still 
complicated  with  questions  of  caste,  and  not  so  instruc- 
tive to  us  or  so  easily  understood  as  the  school  systems  of 
the  English  colonies. 

W.  T.  Harris. 

Washington,  March  1, 1896, 


AUTHOR'S  PREFACE. 


Evert  school  system  has  its  own  distinctive  features. 
An  ideal  organization  is  scarcely  possible  in  any  case. 
The  living  forces  which  shape  and  mould  the  political  in- 
stitutions of  a  people  also  shape  and  mould  its  educational 
institutions,  so  that  any  system,  to  be  successful,  must 
adapt  itself  to  social  and  local  conditions.  The  school 
system  described  in  the  following  pages  is  the  evolution  of 
the  best  thought  of  different  Legislatures,  aided  and  di- 
rected by  the  judgment  of  men  who  gave  a  lifetime  to  the 
task  of  adapting  broad  principles  of  organization  and  ped- 
agogy to  the  wants  and  aspirations  of  the  people  for  whom 
it  was  designed.  Briefly  summarized  its  chief  character- 
istics are  as  follows : 

1.  It  is  an  organized  whole,  beginning  with  the  kin- 
dergarten and  ending  with  the  university. 

3.  It  provides  free  education  to  all  persons  under 
twenty-one  years  of  age. 

3.  It  graduates  the  courses  of  study  from  the  kinder- 
garten to  the. university,  so  as  to  avoid  waste  of  time  on  the 
part  of  the  pupils  and  waste  of  teaching  power  on  the  part 
of  the  teachers. 

4.  It  provides  a  trained  teacher  for  every  school,  aided 
by  public  money. 

5.  It  furnishes  a  uniform  standard  of  examination  for 
every  teaehor,  according  to  his  rank. 

ix 


Kti 


i'' 


\i. 


II 


X  THE  SCHOOL  SYSTEM  OP  ONTARIO. 

6.  It  protects  children  against  the  selfishness  or  neglect 
of  parents  and  guardians,  by  making  attendance  at  school 
compulsory. 

7.  It  secures  trustees  against  the  incapacity  of  teachers 
by  a  rigorous  system  of  examination  and  inspection. 

8.  It  protects  education  from  the  caprice  of  public 
opinion  by  the  appointment  of  inspectors  during  pleasure, 
and  by  the  election  of  trustees  for  a  lengthened  term  of 
service. 

9.  It  secures  economy  and  uniformity  in  text-books  by 
placing  their  publication  in  the  hands  of  a  central  provin- 
cial authority. 

10.  It  permits  the  establishment  of  separate  schools 
for  Roman  Catholics  subject  to  the  same  standards  of  effi- 
ciency as  the  public  schools. 

To  those  who  are  concerned  in  the  administration  of 
schools  it  is  always  an  advantage  to  know  what  methods 
are  adopted  in  other  countries  for  securing  the  co-opera- 
tion of  the  public  and  promoting  the  efficiency  of  educa- 
tional effort.  In  order  that  the  reader  might  be  able  to 
study  the  school  system  of  Ontario,  as  at  present  organ- 
ized, full  details  have  been  given  of  its  different  depart- 
ments. In  preserving  the  continuity  of  the  statement, 
repetition  in  some  cases  was  unavoidable.  To  be  con- 
cise, it  was  necessary  to  omit  minor  matters  of  detail.  It 
is  hoped,  however,  that  the  statement,  as  a  whole,  will 
enable  the  intelligent  reader  to  understand  reasonably  well 
the  various  features  of  the  school  system  which  it  has 
been  the  object  of  the  author  to  unfold. 

George  W.  Ross. 


Education  Department,  Toronto,  January  S,  1896. 


TABLE  OF  CONTENTS. 


Editor's  Preface 
Author's  Preface 


PAOB 
V 

ix 


CHAPTER  I. 


HISTORICAL  REVIEW  OF  THE  SCHOOL  SYSTEM  OF  ONTARIO. 

Kecoramendation  of  Governor  Siracoe. — Appropriation  of  lands 
for  school  purposes. — Public-Schools  Act  of  1807. — Ele- 
mentary-Schools Act,  1816.— The  Act  of  1824.~The  Act  of 
1841. — Germ  of  Separate-Schools  Act. — Act  of  1843. — Office 
of  chief  superintendent. — Appointment  of  Dr.  Ryerson. — 
Dr.  Ryerson's  report  on  foreign  schools. — The  Act  of  1846. 
— Establishment  of  school  libraries. — Appointment  of  coun- 
ty inspectors. — Appointment  of  a  Minister  of  Education    . 


CHAPTER  II. 

ORGANIZATION  OF  PUBLIC   SCHOOLS. 

Minister  head  of  the  Education  Department. — Constitution, 
jurisdiction,  and  power  of  the  Education  Department. — 
Powers  of  the  Minister  of  Education. — Public  schools,  how 
organized. — Government  of  rural  schools. — Duties  of  trus- 
tees.— Township  boards. — School  assessments.— Trustees  of 
urban  schools.— Industrial  schools 


24 


CHAPTER  III. 

SCHOOL  SITES,   PREMISES,   AND  PUPILS. 

Law  regarding  school  sites. — Schoolhouses,  school  furniture, 
and  equipment."— Duties  of  pupils. — Departmental  regula- 
tions re  pupils.— Sanitary  protection  of       ....    43 

xi 


mmsm 


xu 


TABLE  OF  CONTENTS. 


CHAPTER  IV. 

COURSE  OF  STUDY  IN  PUBLIC  SCHOOLS. 


PAGE 


Beading.  —  Spelling.  —  Writing.  —  Language  lessons.  —  Geog- 
raphy.— History. — Drawing. — Physiology  and  temperance. 
— Literature. — Music. — Drill  and  calisthenics. — Moral  and 
religious  itistruction. — Reviews  and  recitations. — Optional 
subjects. — Dual  languages 56 


'I' 


if  " 


I. 


i 


CHAPTER  V. 

TEACHEBS  AND  THEIR  QUALIFICATIONS. 

Qualification  of  teachers. — Subjects  of  third-class  standing. — 
Subjects  of  second-class  standing. — Subjects  of  first-class 
standing. — Specialists'  certificates. — Preparation  of  exami- 
nation papers. — Mode  of  conducting  examinations. — Duties 
of  candidates. — Duties  of  presiding  examiners. — Reading 
answer  papers 70 

CHAPTER  VI. 

TRAINING  OF  TEACHERS. 

County  model  schools. — Course  of  study  in. — Final  examina- 
tions of. — Normal  schools. — Organization  of  normal  schools. 
— Course  of  study  in. — Examinations,  how  conducted. — 
Kindergarten  teachers.  —  Normal  Training  College. — 
Courses  of  study  and  text-books. — Teaching  staff. — Spe- 
cialists.— Teachers'  institutes 89 


CHAPTER  VII. 

HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES. 

Historical  sketch.  — Acts  of  1807,  1841,  1853.  1865.  — High 
schools,  how  established. — Duties  and  powers  of  trustees. — 
Sites  and  buildings. — How  sustained. — Fees. — Course  of 
study. —  Physical  culture. — Qualification  of  teachers. — 
Upper  Canada  College Ill 


TABLE  OF  CONTENTS. 


Xlii 


CHAPTER  VIII. 


INSPECTION  OF  SCHOOLS  AND  RELIGIOUS  INSTRUCTION. 


PAQB 


Qualification  of  inspectors. — Duties  of  public-school  inspectors. 
— High-school  inspection. — Inspection  of  teachers'  insti- 
tutes.— Inspection  of  model  schools. — Religious  instruc- 
tion.— Departmental  regulations 128 


CHAPTER  IX. 

DENOMINATIONAL  SCHOOLS. 

Established  under  the  Act  of  1841. — Continued  in  1843. — Acts  of 
1852, 1855, 1863. — Organization  of  Roman  Catholic  separate 
schools. — Who  are  separate-school  supporters. — Separate 
schools,  how  sustained. — Separate-school  teachers. — Course 
of  study,  text-books,  and  inspection. — Protestant  separate 
schools. — Coloured  separate  schools 


140 


CHAPTER  X. 

SCHOOL  LIBRARIES,   PUBLIC   LIBRARIES,  AND  TEXT-BOOKS. 

Historical  Sketch. — Mechanics'  institutes. — Free  Libraries  Act, 
1882. — Government  aid. — Regulations  respecting  public 
libraries. — Evening  classes  in  art  schools. — Text-books. — 
One  text-book  in  each  subject. — Text-books,  how  prepared. 
— How  published 156 


CHAPTER  XL 

THE   PROVINCIAL  UNIVERSITY. 

Historical  sketch.— The  Act  of  1837.— The  Act  of  1849.— The 
Act  of  1853.— The  Act  of  1873.— The  Federation  Act,  1887. 
— Government  of  the  university. — Faculty,  how  appointed. 
—  The  Senate. — Matriculation. — Course  of  study. — Faculty 
of  medicine. — Affiliated  universities  and  colleges. — The  li- 
brary.— Gymnasium. — Discipline.— College  residence. — The 
School  of  Science 173 


■PPW* 


^i  i. 


II  ^ 


\ 

i     k: 


i 


_ 


xir 


TABLE  OF  CONTENTS. 


CHAPTER  XII. 


GROWTH  OP  THE  ONTARIO  SCHOOL  SYSTEM. 


PAQE 


Returns  of  1344. — Pupils  in  advanced  subjects. — Number  of 
trained  teachers. — Salaries  of  teachers. — Cost  of  public 
schools. — Growth  of  separate  schools. — Growth  of  high 
schools. — Percentages  in  different  subjects. — Salaries  of 
masters. — County  model  schools  and  normal  schools. — 
Growth  of  public  libraries. — Results  of  Arbor  Day. — At- 
tendance at  the  provincial  university 188 


APPENDIX. 

Report  on  the  sanitary  condition  of  rural  schools 


.  198 


THE  SCHOOL  SYSTEM  OF   ONTARIO 

(CANADA). 


CHAPTER  I. 

HISTORICAL  REVIEW   OF  THE   SCHOOL  SYSTEM  OF 

ONTARIO. 

By  an  act  known  as  the  Constitutional  Act  of  1791, 
the  Imperial  House  of  Commons  divided  the  British  pos- 
sessions in  America  into  two  provinces  to  be  known  as 
Upper  and  Lower  Canada,  which  names  they  retained 
until  all  the  British  provinces  were  united  by  the  British 
North  America  Act  of  1867  as  the  Dominion  of  Canada. 
Since  that  time  Lower  Canada  has  been  known  bv  the 
name  of  Quebec,  and  Upper  Canada  by  the  name  of  On- 
tario. To  avoid  confusion,  it  is  proposed  to  use  the  name 
"  Ontario  "  instead  of  "  Upper  Canada  "  in  the  historical 
narrative  that  follows. 

The  Province  of  Ontario  contains  an  area  of  219,650 
square  miles,  with  a  population  of  2,114,321,  or  about  the 
same  population  as  the  State  of  Massachusetts.  In  area 
it  is  larger  by  50,000  square  miles  than  the  nine  States 
generally  described  as  the  North  Atlantic  States  of  the 
American  Republic,  viz.,  Maine,  New  Hampshire,  Ver- 
mont, Massachusetts,  Rhode  Island,  Connecticut,  New 
2  1 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


York,  New  Jersey,  and  Pennsylvania.  There  is  no  record 
of  the  population  of  Ontario  at  the  date  of  the  Constitu- 
tional Act  of  1791 ;  in  1806,  however,  its  population  is 
stated  as  being  70,718,  and  in  1814  as  95,000. 

The  early  settlers  of  Ontario  were  mainly  immigrants 
from  the  British  Islands  and  refugees  from  the  United 
States  called  United  Empire  Loyalists,  because  they  dis- 
approved of  the  Revolution  which  led  to  the  separation  of 
the  North  American  colonies  from  Great  Britain. 

On  the  11th  of  November,  1791,  Lieutenant-Governor 
J.  Graves  Simcoe,  the  first  Governor  of  Ontario,  arrived 
in  Quebec,  and  on  the  17th  of  September,  1792,  the  first 
Legislature  of  Upper  Canada  assembled  at  Newark,  a  little 
village  on  the  Niagara  River  about  seven  miles  below 
the  Falls,  now  known  as  Niagara.  By  the  act  of  the  Im-' 
perial  Parliament,  under  which  this  Legislature  was  con- 
vened, the  people  of  Ontario,  through  a  Parliament  of 
their  own  choice,  had  the  right  to  legislate  with  regard 
to  all  matters  which  concerned  the  development  of  the 
country  and  the  welfare  of  the  people  educationally  and 
socially. 

On  Simcoe's  nomination  to  his  office  as  Governor,  he 
evidently  revolved  in  his  mind  how  best  he  could  secure  a 
solid  foundation  for  the  government  and  institutions  of 
the  youthful  colony  intrusted  to  his  care.  Religion  and 
education  were  his  watchwords.  The  form  in  which  he 
wished  them  introduced  into  the  new  province  was,  the 
first  in  the  person  of  a  chief  ecclesiastic,  and  the  other  as 
an  endowed  university.  "  The  former  was  to  inculcate  in 
all  ranks  and  descriptions  of  people  a  sober,  industrious, 
religious,  and  conscientious  spirit,  which  shall  be  the  best 
security  that  a  government  can  have  for  its  own  internal 
preservation.    The  latter,  with  the  liberal  education  which 


HISTORICAL  REVIEW. 


8 


it  would  afford,  would  be  most  useful  to  inculcate  just 
principles,  habits,  and  manners  into  the  rising  generation." 

These  views  Governor  Simcoe  impressed  upon  the  im- 
perial authorities  and  upon  the  dignitaries  of  the  Church 
of  England  in  a  correspondence  extending  over  several 
years.  In  a  letter  addressed  to  the  Duke  of  Portland, 
dated  July  20, 1796,  he  urged  "  the  erection  and  endow- 
ment of  a  university,  from  which  more  than  from  any  other 
source,  a  grateful  attachment  to  his  Majesty,  morality,  and 
religion  will  be  fostered  and  take  root  throughout  the 
whole  province." 

Governor  Simcoe,  on  account  of  ill  health,  was  re- 
lieved of  his  duties  in  August,  1796,  but,  as  a  result  of  his 
influence  upon  the  public  opinion  of  the  country,  the 
Legislature  on  the  Ist  of  July,  1797,  memorialized  the 
British  Government  "  to  set  apart  certain  portions  of  the 
waste  land  of  the  Crown  as  a  fund  for  the  establishment 
and  support  of  a  respectable  grammar  school  in  each  dis- 
trict of  the  province,  and  also  of  a  college  or  a  university 
for  the  instruction  of  the  youth  in  the  different  branches 
of  liberal  knowledge." 

The  Imperial  Government  having  given  its  consent, 
the  Executive  Council  for  the  province  took  the  matter 
up,  and  on  the  1st  of  December,  1798,  recommended  the 
establishment  of  a  grammar  schoq)  in  each  of  the  four 
districts  into  which  the  province  was  divided,  viz.,  at 
Cornwall,  Kingston,  Newark,  and  Sandwich,  but  owing  to 
the  limited  revenues  at  their  disposal  it  was  decided  that 
only  the  schools  at  Kingston  and  Newark  should  be 
I  opened  at  once.*    They  recommended  that  the  university 


♦  These  schools  were  not  opened  till  after  the  passage  of  the 
[Public-School  Act  of  1807. 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


-ff     I 


1^ 


51 


/  I 


should  be  established  at  the  town  of  York,  now  called 
Toronto,  and  that  500,000  acres  of  the  wild  lands  of  the 
province  should  be  set  apart,  from  the  sale  of  which  a 
suflBcient  endowment  would  be  obtained  to  provide  for 
the  necessary  expenses  of  the  schools  and  the  university. 

The  Legislature  had  as  yet,  however,  taken  no  steps 
for  the  organization  of  an  elementary  school  system  for 
the  province,  and  no  schools  of  any  kind  were  in  existence 
except  such  as  were  maintained  by  the  voluntary  contri- 
butions of  the  people. 

Public  ScJiools,  Act  of  1807. — Although  petitions  had 
been  presented  from  time  to  time,  and  bills  of  various 
kinds  submitted  for  the  organization  of  a  system  both 
of  primary  and  secondary  education,  it  was  not  until  the 
year  1807  that  any  progress  was  made.  In  that  year  an 
act  was  passed  establishing  eight  public  schools  in  the 
province.  This  act  is  the  germ  of  the  act  now  in  force 
with  regard  to  secondary  education,  from  which  the 
Province  of  Ontario  has  derived  such  incalculable  advan- 
tages. By  this  act  $400  were  set  apart  for  the  payment 
of  the  salary  of  a  teacher  for  each  school.  Five  trustees 
were  to  be  appointed  by  the  Lieutenant-Governor  of  the 
Province  for  each  district,  whose  duty  it  was  to  "  nomi- 
nate a  fit  and  discreet  person  as  a  teacher,  and  to  examine 
into  the  moral  character,  learning,  and  capacity  of  such 
person  so  nominated,  and,  being  satisfied  with  the  moral 
character,  learning,  and  capacity  of  such  person,"  to  rec- 
ommend him  for  appointment  by  the  Lieutenant-Gov- 
ernor. The  trustees  were  to  have  the  power  of  dismissing 
the  teacher  if  his  moral  character  was  unsatisfactory,  or 
if  he  was  unfit  for  his  duties,  and  to  nominate  another 
for  the  approval  of  the  Lieutenant-Governor.  The  trus- 
tees had  authority  to  make  such  rules  and  regulations  for 


HISTORICAL  REVIEW. 


the  good  government  and  management  of  the  school  with 
respect  to  teachers  and  scholars  as  in  their  discretion  they 
deemed  expedient.  The  duration  of  this  act  was  first  lim- 
ited to  four  years,  but  afterward  this  limitation  was  with- 
drawn, and  the  act  amended  from  year  to  year  as  public 
opinion  demanded.  Its  provisions,  as  modified  during 
the  last  eighty  years,  are  fully  considered  in  a  subsequent 
chapter. 

Elementary  Schools,  Ad  of  1816. — Having  secured  the 
establishment  of  eight  public  schools  in  the  province  with 
a  reasonable  provision  for  their  maintenance,  the  Legis- 
lative Assembly  next  addressed  itself  to  the  duty  of 
providing  elementary  schools  for  the  great  mass  of  the 
people.  It  was  not  until  the  year  1816  that  these  efforts 
were  crowned  with  success.  The  act  passed  for  this  pur- 
pose was  approved  by  the  Lieutenant-Governor  on  the 
1st  of  April  of  that  year,  and  was  entitled  "  An  Act 
granting  to  his  Majesty  a  sum  of  money  to  be  applied 
to  the  use  of  common  schools,  and  to  provide  for  the 
organization  of  said  common  schools."  The  principal 
provisions  of  this  act  are  : 

1.  The  appropriation  of  124,000  to  be  divided  as  the 
Lieutenant-Governor  might  direct  among  such  schools  as 
were  established  according  to  law,  but  in  no  case  was  any 
school  to  receive  more  than  $100. 

2.  The  inhabitants  of  the  town,  township,  village,  or 
place  concerned  were  authorized  to  meet  in  public  as- 
sembly, and  so  soon  as  they  had  erected  a  suitable  school- 
house  and  were  able  to  show  that  twenty  children  were 
likely  to  attend  the  same,  they  were  to  appoint  three  fit  p  -^^ 
and  discreet  persons  to  act  as  trustees  of  the  said  school,  . 
with  authority  to  appoint  a  teacher.                                      /  »  /  ** 

3.  The  qualifications  of  the  teacher  were  determined 


6 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


i 


it, 

■ii  p 
^,  If 

•J    : 


•I 


H 


by  the  trustees,  as  they,  and  they  alone,  had  the  power 
and  authority  to  examine  into  his  moral  character  and 
capacity  for  the  duties  of  his  oflBce.  Every  teacher  ap- 
pointed must  be  a  British  subject  either  by  birth  or 
naturalization.  No  teacher  could  be  removed  by  the 
trustees  without  the  approval  of  the  Board  of  Educa- 
tion having  supervision  for  the  district  in  which  the 
school  was  situated. 

4.  The  trustees  were  authorized  to  make  such  rules  and 
regulations  for  the  good  government  of  their  respective 
schools,  both  with  regard  to  teachers  and  pupils,  as  they 
deemed  expedient.  They  were  to  report  to  the  district 
board  with  regard  to  the  text-books  to  be  used  in  their 
schools,  and  the  rules  and  regulations  which  they  had 
made  for  the  government  of  the  school,  all  of  which  were 
subject  to  the  approval  of  the  district  board.  The 
moneys  appropriated  by  the  Legislature  were  to  be  ap- 
portioned to  the  teachers  of  the  several  schools  yearly  or 
half-yearly,  as  might  be  directed  by  the  trustees,  in  pro- 
portion to  the  number  of  scholars  in  attendance,  provided 
the  number  was  not  less  than  twenty. 

6.  The  Lieutenant-Governor  was  authorized  to  ap- 
point a  Board  of  Education  for  each  of  the  eight 
districts  into  which  the  province  was  divided,  to  be 
composed  of  five  discreet  persons  who  had  authority  to 
superintend  the  schools  established  under  the  act. 

6.  The  Board  of  Education  for  the  district  was  au- 
thorized to  expend  a  sum  not  exceeding  $400  of  the 
amount  appropriated  to  the  district  for  the  purchase  of 
proper  books  for  th&  use  of  the  schools,  and  to  dis- 
tribute those  books  among  them  as  was  considered  ex- 
pedient. 

Special  Features. — Several  features  of  this  early  act 


HISTORICAL  REVIEW. 


power 
sr  and 
ler  ap- 
rth  or 
by  the 
Educa- 
ch  the 

lies  and 
ipective 
as  they 
district 
n  their 
ley  had 
ch  were 
.     The 
he  ap- 
early  or 
,  in  pro- 
)rovided 

to  ap- 
le  eight 
to  be 
lority  to 


are  noteworthy,  viz. :  1.  The  truateea  were  elected  by  a 
majority  of  the  inhabitants  of  the  district,  irrespective  of 
all  property  qualification,  and  were  the  sole  judges  of  the 
fitness  of  the  teacher  for  the  duties  of  his  office.  The 
teacher's  tenure  of  office  was  more  secure  in  those  early 
days  than  it  is  now,  as  no  teacher  could  be  dismissed 
except  with  the  approval  of  the  Board  of  Education  for 
the  district.  2.  The  school  grant  was  based  iippjL  the  at- 
tendance of  the  pupils,  but  no  grant  was  to  be  paid  unless 
there  were  at  least  twenty  in  attendance.  3.  The  trustees 
hadJihejright  to  select  text-booka.  for  the  use  of  pupils, 
and  to  make  regulations  for  the  government  of  the 
school,  subject  to  the  approval  of  the  District  Board  of 
Educati  vi.  4.  No  provision  was  made  for  levying  rates 
upon  property  for  the  maintenance  of  the  school.  All 
sums  required  over  and  above  the  Government  grant  had 
to  be  raised  by  voluntary  contributions.  5.  There  was 
B^HPylsl9HJ9tJMP'Bciion  or  supervision  j  the  Boards  of 
Education  for  the  districts  had  the  right  to  refuse  their 
assent  to  the  regulations  made  for  the  government  of 
the  school,  and  in  that  way  promote  uniformity  of  man- 
agement. They  depended,  however,  for  all  the  informa- 
tion by  which  they  were  to  be  guided  upon  the  reports 
of  the  trustees.  6.  The  schools  were  to_„be_known  as 
common  schools,  a  name  which  in  1871  was  changed  to 
public  schools. 

The  School  Act  of  1816  contained  but  sixteen  sections, 
and  was  the  first  attempt  of  the  Legislature  of  Ontario 
to  provide  for  the  educational  wants  of  the  whole  people 
of  the  province,  and,  elementary  though  it  was,  it  was  a 
statutory  recognition  of  the  right  of  the  people,  under 
the  direction  of  an  act  of  Parliament,  to  provide  for  the 
education  of  their  children.    It  is  true  that  the  teachers 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


!l 


appoirted  by  the  trustees  might  not  have  been  in  all 
cases  entitled  to  rank  as  members  of  a  learned  profession, 
as  we  now  understand  the  term.  They  were  not,  how- 
ever, devoid  of  scholarship,  many  of  them  having  received 
a  liberal  education  in  the  schools  of  their  native  land. 
As  a  rule,  the  curriculum  was  limited  to  reading,  writing, 
and  arithmetic,  with  a  moderate  drill  in  British  history 
and  the  geography  of  the  world,  so  far  as  then  known. 
The  log  schoolhouse,  with  its  rude,  primitive  accom- 
modation, was,  in  the  fullest  sense  of  the  term,  the 
people's  university,  and,  except  in  the  towns  and  vil- 
lages, was  the  only  school  available  to  the  great  majority 
of  the  people. 

The  Act  of  182M.r—The  next  important  amendment 
to  the  Common-Schools  Act  of  1816  was  an  act  approved 
by  the  Legislative  Assembly  on  the  19th  day  of  January, 
1824.  It  has  already  been  noted  that  in  each  of  the  eight 
districts  into  which  the  province  was  divided  the  Lieu- 
tenant-Governor was  authorized  to  appoint,  and  did  ap- 
point, a  Board  of  Education  having  authority  to  appro- 
priate the  moneys  granted  by  the  Legislature,  and  in  a 
general  way  to  exercise  a  limited  control  over  the  schools 
with  regard  to  management  and  discipline.  In  1824  pro- 
vision was  made  for  the  appointment  of  a  general  Board 
of  Education  for  the  whole  province.  This  board  was 
appointed  by  the  Lieutenant-Governor,  and  in  the  first 
instance  consisted  of  the  Rev.  John  Strachan,  D.  D., 
chairman;  the  Hon.  Joseph  Wells,  a  member  of  the 
Legislative  Council ;  the  Hon.  George  H.  Markland,  also 
a  member  of  the  Legislative  Council ;  the  Rev.  Robert 
Addison,  John  Beverly  Robinson,  Attorney-General,  and 
Thomas  Ridout,  Surveyor-General.  This  board  after- 
wards developed  into  a  Council  of  Public  Instruction  in 


HISTORICAL  REVIEW. 


9 


the  year  1850,  with  powers  to  prescribe  text-books,  courses 
of  study  for  common  and  grammar  schools,  qualifications 
of  teachers,  etc.,  but  was  abolished  in  1876  when  the  . 
schools  of  the  province  were  placed  under  a  Minister  of 
Education. 

It  appears  that  the  Legislative  Assembly  was  impressed 
with  the  necessity  for  promoting  the  "  moral  and  religious 
instruction  of  the  more  indigent  and  remote  settlements 
in  the  several  districts  throughout  the  province,"  and 
that  accordingly  the  sum  of  $600,  in  addition  to  the 
amounts  voted  for  common  schools,  was  granted  for  the 
encouragement  of  Sunday  schools.  This  sum  was  placed 
at  the  disposition  of  the  Board  of  Education  for  the  prov- 
ince, to  be  by  it  laid  out  and  expended  for  the  purchas- 
ing of  books  and  tracts  designed  to  afford  moral  and  re- 
ligious instruction,  such  books  and  tracts  to  be  distributed 
in  equal  proportions  among  the  several  District  Boards  of 
Education  throughout  the  province.  This  would  give 
$75  for  the  moral  and  religious  education  of  the  pupils  of 
each  district ;  and  as  there  were  over  two  hundred  schools 
in  the  province  at  that  time,  the  appropriation  to  each 
must  have  been  exceedingly  small.  It  showed,  however, 
the  sympathy  of  the  Legislature  with  the  moral  and  re- 
ligious education  of  the  people. 

Another  and  more  important  provision  was  made  in 
the  act  with  respect  to  the  qualifications  of  the  teacher. 
By  the  Act  of  1816  the  trustees  were  authorized  to  ex- 
amine the  teacher  they  proposed  to  employ,  and  to  satisfy 
themselves  as  to  his  fitness  mentally  and  morally.  By  the 
Act  of  1824  this  duty  was  transferred  to  the  Board  of 
Education  for  the  district,  and  no  school  could  receive 
any  portion  of  the  public  grant  unless  the  teacher  held  a 
certificate  signed  by  at  least  one  member  of  the  district 


I 


10 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


m  M 1 


:li    " 


board.    There  were  in  all  at  this  time  eleven  district 
boards  in  the  province. 

The  Act  of  1841.— In  1841  the  Provinces  of  Upper  and 
Lower  Canada  (Ontario  and  Quebec)  were  united  under  one 
Legislature  or  Parliament,  and  among  the  subjects  receiv- 
ing the  early  attention  of  the  Legislature,  education  ap- 
pears to  have  been  most  earnestly  considered.  On  the 
18th  of  September,  1841,  an  act  was  passed  of  a  somewhat 
comprehensive  character,  which  showed  the  great  interest 
taken  by  the  people  in  the  development  of  a  system  of 
elementary  schools. 

1.  It  was  provided  that  a  ppj^'^aufpt  fund,  should  be 
established  in  each  township^and  parish  in  the  province 
(Ontario  and  Quebec  were  then  called  the  Province  of 
Canada),  consisting  of  such  money  as  might  accrue  from^ 
the  Rullfi  of  lands  appropriated  by  the  Legislature  or  be  in 
any  other  way  provided  for  the  maintenance  of  couimon 

schools. 

2.  The  grant  for  education  was  increased  to  $200,000 

— a  very  liberal  sum,  considering  the  resources  and  popu- 
lation of  the  country  at  that  time. 

3.  Authority  was  taken  for  the  appointment  of  qt Chief 
Superintendent  of  Education,  who  was  to  hold  office  dur- 
ing pleasure,  at  a  salary  of  $3,000. 

4.  Municipal  Councils  were  empowered  to  raise  by  as- 
sessment such  sums  of  money  for  school  purposes  as  would 
be  at  least  equivalent  to  the  amount  appropriated  by  the 
Legislature  for  the  maintenance  of  each  school. 

5.  The  district  boards  of  trustees  appointed  by  the 
Lieutenant-Governor  in  Council  under  the  Act  of  1807 
were  abolished,  and  the  Municipal  Council  for  the  dis- 
trict was  constituted  the  Board  of  Education  of  such 
district. 


u 


HISTORICAL  REVIEW. 


11 


6.  The  Municipal  Council,  as  the  Board  of  Education 
for  the  district,  was  authorized  to  divide  the  several  town- 
ships in  their  districts  into  school  sections  and  to  assess 
the  inhabitants  to  the  extent  of  $200  for  the  erection  of  a 
schoolhouse  in  each  section  where  none  existed,  and  to 
appropriate  a  sum  of  $40  for  the  purchase  of  such  books 
as  might  be  recommended  by  the  school  commissioners 
for  the  district. 

7.  Five  persons  were  to  be  appointed  for  each  town- 
ship, or  parish  to  be  known  as  Common-School  Commis- 
sioners, whose  duty  it  was  to  select  school  sites,  super- 
intend the  building  of  schoolhouses,  appoint  teachers, 
regulate  the  course  of  study  in  each  school,  select  text- 
books and  make  rules  for  the  conduct  of  the  schools,  hear 
and  settle  complaints,  visit  each  school  in  their  township 
at  least  once  a  month  by  one  or  more  of  their  number, 
relieve  poor  persons  not  exceeding  ten  from  the  payment 
of  school  fees  for  the  education  of  their  children,  and 
report  their  proceedings  to  the  Municipal  Council  before 
the  close  of  the  year  in  the  form  furnished  by  the  Super- 
intendent of  Education. 

8.  A  monthly  fee  of  twenty-five  cents  was  to  be  paid 
by  each  pupil  attending  the  school,  in  addition  to  the 
rates  which  might  be  levied  by  assessment  for  school  pur- 
poses. No  public  moneys  were  to  bo  paid  to  any  school 
attended  by  less  than  fifteen  children,  and  unless  the  rate- 
payers raised  a  sum  equal  to  the  Government  grant. 

9.  The  religious  minority,  whether  Protestant  or 
Catholic,  in  any  township  or  parish  who  dissented  from 
the  proceedings  of  the  school  commissioners  of  any  par- 
ish had  the  right  of  signifying  their  dissent  in  writing  to 
the  clerk  of  the  Municipal  Council,  and,  on  submitting  the 
names  of  persons  to  act  for  them  as  trustees,  to  establish 


il 


'I 


'ill 
1 1 


12 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


Vi 


common  schools  on  their  own  behalf.  The  trustees  so 
appointed  were  to  have  the  authority  and  be  subject  to 
the  obligations  and  liabilities  of  ordinary  school  commis- 
sioners. They  were  to  be  subject  to  the  "  visitation,  con- 
dition, rules,  and  obligations  provided  with  reference  to 
other  common  schools,  and  to  receive  from  the  municipal 
treasurer  the  due  appropriation  according  to  the  number 
of  pupils  and  the  moneys  appropriated  by  law,  and  raised 
by  assessment  for  the  support  of  common  schools."  Such 
moneys  were  to  be  paid  to  them  upon  the  order  of  their 
own  trustees. 

A  few  things  in  this  act  are  noteworthy :  1.  Pro- 
vision was  made  for  the  appointment  of  a  Chief  Super 
intendent  for  the  whole  province.  As  the  Act  of  ?  841 
applied  to  both  Ontario  and  Quebec,  the  jurisdiction  of 
the  Chief  Superintendent,  in  this  case,  would  apply  to 
both  provinces.  2.  The  Legislature  for  the  first  time 
declared  by  statute  that  the  property  of  the  people  was 
held  in  trust  for  the  education  of  the  people,  as,  in  addi- 
tion to  the  large  grants  given  directly  by  the  Legislature 
for  common-school  education,  the  school  commissioners 
were  authorized  to  tax  the  inhabitants  for  the  mainte- 
nance of  schools ;  and  although  a  monthly  fee  of  twenty- 
five  cents  was  still  chargeable  upon  pupils,  a  great  advance 
had  been  made  toward  free  schools,  the  evident  goal  of  tho 
early  educational  leaders  of  the  province.  3.  Township 
Boards  of  Trustees  called  school  commissioners,  elected 
by  the  people,  were  intrusted  with  all  matters  affecting 
common  schools  in  each  township  or  parish.  4.  The 
principle  of  separate  schools  for  Roman  Catholics  and 
Protestants,  respectively,  was  admitted  for  the  first  time 
by  statute.  6.  As  all  reports  had  to  be  made  to  the 
Chief  Superintendent,  and  as  ho  was  authorized  to  visit 


HISTORICAL  REVIEW. 


13 


the  schools  and  ascertain  their  standing  for  himself,  it 
was  evidently  the  desire  of  the  Legislature  to  secure 
greater  uniformity  in  the  administration  of  the  schools.* 
The  Act  of  I843. — The  apathy  shown  by  Parliament 
hitherto  in  dealing  with  educational  matters  had  now 
given  place  to  great  activity,  and  in  the  session  of  1843 
an  act  was  passed  involving  many  changes  of  great  im- 
portance to  the  country.  On  account  of  the  dissimilarity 
in  race  and  religion  of  the  people  of  Ontario  and  Quebec, 
it  was  found  difficult,  if  not  impossible,  to  meet  the  pe- 
culiar conditions  of  each  province  by  a  common  system  of 
education.  Accordingly,  the  Act  of  1841  was  repealed, 
and  the  schools  of  the  two  provinces  were  organized  in  a 
manner  more  in  harmony  with  the  wishes  of  the  people 
of  each  province.  The  provisions  of  the  Act  of  1843,  as 
applicable  to  Ontario  only  concern  us. 

1.  The  office  of  Chief  Superintendent  was  abolished, 
and  the  member  of  the  Government  occupying  the  posi- 
tion of  Provincial  Secretary  was  appointed  Chief  Super- 
intendent of  Education  for  the  Province  of  Ontario.  The 
Governor  of  the  province  was  invested  with  authority  to 
appoint  an  assistant  superintendent,  who  was  to  act  in  all 
things  under  the  direction  of  the  Provincial  Secretary,  as 
his  chief. 

2.  County  Councils  were  authorized  to  appoint  a 
superintendent  for  their  respective  counties,  and  every 
city,  town,  and  township  was  authorized  to  appoint  a 

*  On  the  11th  of  May,  1842,  Vice-Chancellor  Jameson  was  ap- 
pointed Chief  Superintendent  of  Education  for  Ontario  and  Quebec, 
and  the  Rev.  Robert  Murray,  a  minister  of  the  Church  of  Scotland 
at  Oakville,  was  appointed  Assistant  Superintendent  under  this  act. 
He  held  office  for  about  two  years,  and  was  afterward  appointed 
Professor  of  Mathematics  in  the  University  of  Toronto. 


I  ■  i 


n 


14 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


Buperintendent  who  was  to  act  under  the  direction  of  the 
county  superintendent.  These  officers  all  held  office  dur- 
ing pleasure. 

3.  The  city,  town,  and  township  superintendents  were 
authorized  to  divide  the  districts  under  their  jurisdictions 
as  far  as  might  be  necessary,  into  school  sections,  to  visit 
the  schools  under  their  care  at  least  once  a  year,  to  ex- 
amine teachers  as  to  their  moral  character,  learning,  and 
ability,  and  to  grant  them  certificates  as  teachers  valid 
for  one  year. 

4.  By  the  adoption  of  a  system  of  reports  with  regard 
to  the  standing  of  children,  a  certain  degree  of  uniform- 
ity was  secured  in  the  administration  o^  the  schools. 

5.  The  government  of  the  school  sections  by  school 
commissioners  was  abolished,  and  the  provisions  of  the 
Act  of  1824  for  the  election  of  three  trustees  were  reverted 
to.  The  trustees  so  elected  were  to  have  the  right  to 
appoint  teachers,  fix  their  salaries,  regulate  the  course  of 
study  and  the  books  to  be  used  therein,  and  generally  all 
matters  affecting  discipline  and  school  management.  All 
plans  for  the  erection  or  alteration  of  schoolhouses  were 
subject  to  the  approval  of  the  Municipal  Council  in  the 
city,  town,  or  township  in  which  the  school  was  situated. 

6.  A  conscience  clause  for  the  first  time  appears  in 
the  statute  to  the  effect  that  "  no  child  shall  be  required 
to  read  or  study  in  or  from  any  religious  book,  or  to  join 
in  any  exercise  of  devotion  or  religion  that  shall  be  ob- 
jected to  by  his  or  her  guardian." 

7.  Separate  schools  for  the  minority  were  continued. 
It  was  provided  that  wherever  the  teacher  of  a  school 
happened  to  be  a  Roman  Catholic,  the  Protestant  in- 
habitants had  the  right  to  establish  a  school  with  a 
teacher  of   their  own   religious   persuasion,  upon  the 


£^n 


HISTORICAL  REVIEW. 


15 


application  of  ten  or  more  resident  freeholders  or  house- 
holders. A  similar  privilege  was  allowed  to  Roman 
(Catholics.  Schools  established  under  these  conditions 
were  to  bo  entitled  to  their  share  of  the  Government 
grant  the  same  as  other  schools  established  under  the 
act,  subject  to  the  same  visitations,  conditions,  rules,  and 
obligations  as  other  common  schools. 

8.  County  Councils  were  authorized  to  levy  the  sum  of 
1800  upon  the  taxpayers  of  the  county  for  the  establish- 
ment of  a  model  school.  The  purpose  of  this  model  school 
is  not  clear;  it  would  appear,  however,  to  be  intended 
for  the  training  of  teachers,  and  remained  until  1877  a 
dead  letter. 

9.  The  establishment  of  a  normal  school  for  the 
province  was  anticipated  by  proposing  certain  regulations 
with  regard  to  its  administration  as  soon  as  it  was  put 
into  operation. 

Dr.  Ryerson  appointed  Chief  Superintendent. — On 
the  appointment  of  Mr.  Murray  to  the  professorship  of 
Mathematics  in  the  University  of  Toronto  in  1844,  the 
Rev.  Egerton  Ryerson,  better  known  as  Dr.  Ryerson,  who 
had  for  many  years  actively  identified  himself  with  the 
educational  movements  of  the  province,  was  appointed 
Assistant  Superintendent,*  and  directed  by  Lord  Met- 
calfe, who  was  then  Governor  of  the  province,  to  visit 
the  schools  of  Great  Britain  and  the  Continent  with  a 
view  "  to  devise  such  measures  as  may  be  necessary  to 
provide  proper  school  books,  to  establish  the  most  effi- 
cient system  of  instruction,  to  elevate  the  character  of 
both  teachers  and  schools,  and  to  encourage  every  plan 


'  W-  'if 


1^ 


*  Dr.  Ryerson  was  appointed  Chief  Superintendent  under  the 
Act  of  1850,  and  the  office  of  assistant  abolished. 


16 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


\' 


'\ 


r 


.i^A'l 


iW 


I 


I 


I 


and  effort  to  educate  and  improve  the  youthful  mind 
of  the  country." 

Dr.  Ryerson  devoted  upward  of  a  year  to  the  duty 
thus  imposed  upon  him,  and  extended  his  inquiries  into 
the  dominions  of  nearly  twenty  governments,  among 
them  Prussia,  Denmark,  Sweden,  Holland,  Belgium, 
France,  Switzerland,  Austria,  and  Great  Britain.  On 
his  return  he  submitted  a  very  elaborate  report  on  the 
school  systems  of  the  schools  he  visited,  and  recommended 
the  establishment  in  the  province  of — 

1.  A  system  of  graduated  schools  composed  of  ele- 
mentary, model,  grammar  schools,  and  colleges.  The 
elementary  schools  were  intended  to  correspond  to  what 
were  then  called  the  common  schools  of  Ontario  and  the 
primary  schools  of  France  and  Prussia;  the  model  schools 
were  to  be  industrial  or  real  or  trade  schools,  like  the 
polytechnic  schools  of  Vienna  and  Paris,  though  on  a 
smaller  scale,  or  like  the  real  or  trade  schools  of  Prussia ; 
the  grammar  schools  were  to  occupy  the  position  and 
fulfil  the  functions  of  the  French  communal  schools  or 
royal  colleges,  and  the  Prussian  burgher  schools  and 
gymnasia — the  whole  superstructure  to  be  crowned  by  a 
provincial  university  or  universities. 

"Under  such  an  organization,"  Dr.  Ryerson  says, 
"the  same  principles  and  spirit  would  pervade  the  en- 
tire system,  from  the  primary  schools  up  to  the  uni- 
versity ;  the  basis  of  education  in  the  elementary  schools 
would  be  the  same  for  the  whole  community — at  least  so 
far  as  governmental  provisions  and  regulations  are  con- 
cerned— not  interfering  with  private  schools  or  taking 
them  into  account ;  but  as  soon  as  the  pupils  would 
advance  to  the  limits  of  the  instruction  provided  for  all, 
then  those  whose  parents  or  guardians  could  no  longer 


'i'ij 


HISTORICAL  REVIEW. 


17 


dispense  with  their  services  would  enter  life  with  a  ^ound 
elementary  education ;  those  whose  parents  might  be  able 
and  disposed  would  proceed,  some  to  the  Real  school  to 
prepare  for  the  business  of  a  farmer,  an  architect,  an 
engineer,  a  manufacturer,  or  mechanic,  and  others  to 
the  grammar  school  to  prepare  for  the  university  and 
the  profession." 

"  In  the  carrying  out  and  completion  of  such  a  system 
the  courses  of  instruction  in  each  class  of  schools  would 
be  prescribed,  as  also  the  qualifications  for  admission  into 
each  of  them,  above  the  primary  schools;  each  school 
would  occupy  its  appropriate  place,  and  each  teacher 
would  have  his  appropriate  work ;  and  no  man  in  one 
and  the  same  school,  and  on  one  and  the  same  day, 
would  be  found  making  the  absurd  and  abortive  attempt 
of  teaching  the  a,  b,  c's,  reading,  spelling,  writing,  arith- 
metic, grammar,  geography  (in  all  their  gradations),  to- 
gether with  Latin,  Greek,  and  mathematics." 

The  Act  of  18^6. — Acting  very  largely  upon  the 
recommendations  of  Dr.  Ryerson's  report,  the  Legislature 
of  Ontario,  on  the  23d  of  May,  1846,  repealed  the  Act 
of  1843,  and  substituted  for  it  a  new  act  containing  the 
following  important  provisions : 

1.  The  Provincial  Secretary  was  no  longer  to  be  re- 
garded as  Chief  Superintendent  of  Schools.  The  duties 
of  his  office  were  to  be  discharged  by  a  person  appointed 
by  the  Governor  of  the  province,  at  a  salary  of  12,000, 
with  such  assistants  as  might  be  from  time  to  time  re- 
quired. The  Chief  Superintendent  was  to  be  subject  to 
such  orders  and  directions  as  he  might  receive  from  time 
to  time  from  the  Governor  of  the  province.  His  duties 
were  to  see  that  the  appropriation  made  by  the  Legisla- 
ture for  school  purposes  was  properly  distributed,  to  pre- 


1 


18 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


il 


pare  suitable  forms  and  regulations  for  school  reports,  to 
decide  upon  all  complaints  that  might  arise  with  regard 
to  the  school  law,  to  provide  uniform  and  approved  test- 
books  in  all  the  forms,  to  recommend  suitable  plans  for 
schoolhouses,  suitable  books  for  school  libraries,  and  to 
have  the  supervision  of  the  normal  school  as  soon  as 
established. 

2.  Provision  was  made  for  the  appointment  of  a  Board 
of  Education,  to  consist  of  not  more  than  seven  persons 
(the  Chief  Superintendent  being  a  member  ex  officio). 
This  board  was  to  hold  oflBce  during  pleasure.  Although 
the  duties  of  the  board  were  mainly  advisory,  it  was 
vested  with  the  power  to  select  a  site  for  a  normal  school 
for  Ontario,  and  to  make  such  rule^^;  and  regulations  as 
might  be  necessary  for  its  government  and  for  the  ad- 
mission of  pupils.  The  board  had  also  authority  to  ex- 
amine and  recommend  or  disapprove  of  all  books,  plans, 
or  forms  which  might  be  submitted  for  use  in  any  school. 

3.  The  sum  of  $7,000  was  appropriated  for  the  pur- 
pose of  procuring  and  furnishing  suitable  buildings  for  a 
normal  school,  and  an  equal  sum  for  the  payment  of  the 
salaries  of  teachers  and  the  contingent  expenses  of  the 
school. 

4.  District  or  county  superintendents  were  continued, 
with  the  power  to  certify  to  the  qualifications  of  teachers, 
as  under  the  Act  of  1841 ;  and  as  no  mention  is  made  of 
city,  town,  or  township  superintendents,  it  is  presumed 
that  they  were  by  this  act  abolished. 

5.  Clergymen  of  all  denominations  having  pastoral 
charge  within  the  city,  town,  or  township  in  which  the 
school  is  situated,  judges,  justices  of  the  peace,  and  mu- 
nicipal councils,  were  constituted  statutory  visitors  of  the 
school,  with  a  right  to  examine  into  the  progress  of  the 


HISTORICAL  REVIEW. 


19 


pupild,  and  give  such  advice  to  the  teacher  as  they  might 
deem  expedient.  Such  visitors,  at  a  meeting  called  for 
the  purpose,  or  any  two  of  them,  were  authorized  to  cer- 
tify as  to  the  qualifications  of  candidates  for  a  teacher's 
certificate,  but  such  certificate  was  to  be  valid  for  only 
one  year. 

6.  The  office  of  school  trustee  as  in  the  Act  of  1843 
was  continued,  as  was  also  the  monthly  fees  of  pupils. 
Their  power,  however,  to  make  regulations  for  the  gov- 
ernment and  discipline  of  the  school  was  withdrawn, 
such  power  having  been  vested  in  the  Chief  Superin- 
tendent. 

7.  The  conscience  clause  and  the  clause  in  the  act 
with  regard  to  separate  schools  were  continued. 

8.  Teachers'  certificates  were,  for  the  first  time  in  the 
history  of  the  province,  divided  into  three  classes,  first, 
second,  and  third. 

The  Act  of  i<?Ja— Under  the  Act  of  1850  provision 
was  made  for — 

1.  The  election  of  two  trustees  for  each  ward  into 
whirh  any  city  or  town  was  divided  for  municipal  pur- 
poses, and  for  the  retirement  of  half  of  their  number  an- 
nually. In  rural  schools — i.  e.,  schools  situated  in  town- 
ships— provision  was  made  for  the  retirement  of  one 
trustee  annually.  The  intention  of  this  was  to  secure 
greater  continuity  in  the  office  of  school  trustee. 

2.  County  councils  were  authorized  to  appoint  a  super- 
intendent for  the  whole  county,  providing  his  jurisdiction 
was  limited  to  one  hundred  schools,  or  a  local  superin- 
tendent for  each  township  in  the  county.  Each  super- 
intendent was  to  receive  a  fee  of  four  dollars  for  every 
school  under  his  jurisdiction. 

3.  Trustees  of  cities  and  towns  were  authorized  to 


1 


20 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


hSi     I 


appoint  a  superintendent  with  the  same  powers  as  a 
local  superintendent  appointed  by  the  County  Council. 

4.  A  Board  of  Public  Instruction  was  to  be  appointed 
for  each  county,  to  consist  of  county  grammar-school 
trustees  and  the  local  superintendent  of  each  township. 
The  duty  of  this  board  was  to  grant  certificates  to  teachers 
of  common  schools,  to  recommend  the  text-books  to  be 
used  in  the  public  schools,  and  to  promote  the  establish- 
ment of  public  libraries.  Local  superintendents  were,  in 
addition,  to  visit  every  school  within  their  jurisdiction 
at  least  once  a  quarter,  to  examine  the  pupils,  to  re- 
port upon  the  character  and  condition  of  the  building 
and  premises,  and  to  deliver  one  public  lecture  in  each 
school  section  on  some  subject  "  connected  with  the  ob- 
jects, plans,  and  means  of  education." 

5.  The  office  of  Chief  Superintendent  was  continued, 
and  provision  made  for  the  appointment  of  a  deputy,  to 
act  in  his  absence.  The  persons  appointed  as  a  Board 
of  Education  under  the  previous  act  were  to  be  known  as 
the  Council  of  Public  Instruction,  and  their  number  in- 
creased to  nine. 

6.  Authority  was  given  to  the  Chief  Superintendent  to 
appoint  proper  persons  to  conduct  Teachers'  Institutes 
for  the  purpose  of  "  elevating  the  profession  of  school- 
teaching  and  promoting  its  usefulness." 

7.  The  sum  of  $12,000  was  appropriated  for  the  estab- 
lishment and  support  of  sciiool  libraries,  and  $4,000  for 
the  payment  of  the  expenses  of  teachers  in  training  at 
the  Provincial  Normal  Soho  jl. 

8.  The  certificates  obtained  by  teachers  who  attended  the 
normal  scliool  were  made  valid  iiL^ny  part  of  the  province. 

9.  The  most  important  cliange,  however,  effected  in  the 
Act  of  1850,  was  the  permission  given  by  the  freeholders 


I 


HISTORICAL  REVIEW. 


21 


a 


and  householders  of  any  school  section  to  determine 
whether  the  school  should  he  maintained  by  a  monthly 
fee  upon  the  pupils  in  attendance  in  addition  to  a  tax 
upon  the  ratable  property  of  the  section,  or  whether  all 
rate  bills  should  be  abolished  and  the  schools  declared  free. 
The  effect  of  this  option  was  to  lead  to  the  gradual  adoption 
of  free  schools  by  the  people  of  the  province,  so  that  in 
1871,  the  next  period  at  which  important  legislation  was 
passed  by  the  Provincial  Parliament,  the  schools  were  de- 
clared free  by  statute.  As  a  matter  of  fact,  however, 
the  people,  of  their  own  motion,  had  already  abolished 
fees  in  all  the  schools  of  the  province  except  in  about 
three  hundred. 

TJie  School  Act  of  1871.— The  School  Act  of  1871 
marks  an  important  era  in  the  educational  legislation  of 
the  province. 

1.  It  provided  that  the  common  schools  should  there- 
after be  known  as  public  schools,  and  that  every  school 
should  be  a  free  school  by  law,  thus  abolishing  all  rate 
bills  and  fees  upon  pupils.  The  trustees  of  public  schools 
in  cities,  towns,  and  villages  were  allowed  to  exact  a  fee 
of  not  more  than  twenty  cents  per  month  on  every  pupil 
for  the  purpose  of  providing  for  the  text-books,  stationery, 
and  other  school  supplies.  By  the  same  act,  grammar 
schools  were  to  be  known  thereafter  as  high  schools  and 
collegiate  institutes.  By  collegiate  institute  was  meant  a 
high  school  with  a  larger  staff  of  teachers,  and  with  better 
facilities  as  to  accommodation  and  equipment  for  the 
highest  kind  of  secondary  education. 

2.  Compulsory  attendance  at  school  was  for  the  first 
time  required  for  at  least  four  months  in  each  year,  with 
power  given  to  a  magistrate  to  impose  reasonable  penal- 
ties upon  parents  who  violated  the  law. 


I 


'rl. 


i 


m 


m 

m 


I 


t 


22 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


3.  The  office  of  local  suoerintendent  was  abolished, 
and  provision  made  for  the  appointment  of  county  in- 
spectors, who  were  to  be  appointed  by  county  councils  or 
the  trustees  of  cities  and  towns  from  among  those  who 
were  declared  to  be  qualified  by  the  Council  of  Public  In- 
struction. No  inspector  was  to  have  charge  of  more  than 
one  hundred  and  twenty  schools  or  less  thar  fifty,  except 
in  counties  where  the  French  or  German  language  was 
the  common  or  prevailing  language ;  in  that  case  an  in- 
spector might  have  charge  of  any  number  of  schools  not 
less  than  forty.  Inspectors  were  appointed  during  pleas- 
ure, subject  to  dismissal  by  the  Municipal  Council  or  the 
trustees  appointing  them,  oi  by  the  Lieutenant-Governor 
for  misconduct  or  inefficiency.  Their  powers  were  simi- 
lar to  those  of  local  superintendents  under  the  Act  of 
1850,  and  their  remuneration  was  fixed  at  a  minimum  of 
ten  dollars  per  school. 

4.  Municipal  councils  and  boards  of  trustees  in  cities 
were  authorized  to  appoint  boards  of  examiners  for  deter- 
mining the  qualifications  of  teachers. 

5.  The  Council  of  Public  Instruction  was  continued, 
and  authorized  to  prepare  examination  papers  on  which 
candidates  for  a  teacher's  certificate  were  to  be  examined. 
The  Council  was  also  authorized  to  prepare  a  course  of 
studies  for  public  schools  and  for  the  training  of  teachers, 
to  select  text-books,  and  to  make  regulations  for  the  gov- 
ernment and  administration  of  public  and  high  schools. 

6.  A  board  of  examiners  was  constituted  for  the  ad- 
mission of  pupils  ii  high  schools,  and  a  course  of  study 
outlined  by  the  Corncil  of  Public  Instruction. 

7.  An  annual  tax  of  four  dollars  was  imposed  upon 
every  male  teacher  for  the  purpose  of  establishing  a  fund 
for  teachers  who  had  become  disabled  in  the  profession. 


I 


HISTORICAL  REVIEW. 


28 


Female  teachers  were  allowed  voluntarily  to  contribute  to 
this  fund.  This  provision  of  the  act  was  repealed  in  1885, 
so  far  as  teachers  entering  the  profession  after  the  1st  of 
July,  1886j  were  concerned.  Those  who  had  contributed 
up  to  that  time  were  permitted  to  share  in  the  benefits  of 
the  Act  of  1871  by  continuing  the  annual  fee  of  four 
dollars. 

TJie  Act  of  1876. — The  only  provision  of  the  Act 
of  1876  which  it  is  necessary  to  mention  here  is  that 
which  abolished  the  office  of  Chief  Superintendent,  and 
constituted  the  Executive  Council — i.  e.,  the  members 
of  the  Executive  Government  of  the  Province — the 
Education  Department.  The  head  of  the  Education  De- 
partment was  by  this  act  designated  Minister  of  Educa- 
tion ;  the  functions  of  the  Council  of  Public  Instruction 
devolved  upon  the  Education  Department,  and  the  duties 
of  Chief  Superintendent  upon  the  Minister  of  Education. 

To  mention  the  various  amendments  made  to  the 
school  act  from  1876  down  to  the  present  time  (1896) 
would  unnecessarily  encumber  the  narrative,  particularly 
as  the  evolution  of  the  public-school  system  of  Ontario, 
so  far  as  its  general  principles  are  concerned,  was  com- 
pleted by  the  Act  of  1876. 

In  the  following  chapters  the  law  respecting  the  pub- 
lic-school system  of  Ontario,  as  at  present  established,  is 
considered  in  <ktpi' 


to 


WW. 


CHAPTER  II. 


ORGANIZATION   OF   PUBLIC   SCHOOLS. 


The  Dominion  of  Canada  being  under  a  federal  form 
of  government,  its  legislative  powers  are  divided  between 
the  central  authority,  representing  the  whole  country,  and 
the  provinces,  representing  interests  of  a  more  local  char  • 
acter.  Education  is  regarded  as  belonging  to  the  latt'.;r 
class,  and  is  under  the  control  of  the  provincial  Legisla- 
tures.* 

In  Ontario  the  school  system  consists  of  public  schools 
(including  kindergartens),  high  schools,  and  collegiate  in- 
stitutes, and  a  provincial  university,  with  separate  schools, 
under  conditions  hereafter  stated,  for  Protestants,  Roman 
Catholics,  and  colored  people.  The  whole  system  is  or- 
jfiranically  connected  by  means  of  courses  of  study  and 
examinations  conducted  by  the  Department  of  Education. 
The  head  of  the  department  is  known  as  Minister  of 
Education. 

*  As  separate  schools  for  Roman  Catholics  and  Protestants  ex- 
isted in  the  Provinces  of  Ontario  and  Quebec  when  they  became 
confederated  with  the  other  provinces,  the  Central  Government — 
that  is,  the  Government  of  Canada — was  empowered  to  interfere  in 
case  any  legislation  was  passed  by  the  provinces  that  prejudicially 
affected  any  rights  w^hich  the  religious  minority  enjoyed  at  the  time 
of  union  (1867).  With  this  limitation,  the  provincial  Legislatures 
are  at  liberty  to  promote  the  education  of  the  people  along  whatever 
lines  they  consider  most  expedient. 

24 


J 


I 


X77/7 


ORGANIZATION  OP  PUBLIC  SCHOOLS. 


25 


r 


j 


? 


't 


Minister  of  Education. — The  Minister  of  Education 
is  a  member  of  the  Executive  Government  of  the  prov- 
ince, with  a  seat  in  Parliament,  and  represents  necessarily 
the  political  party  for  the  time  being  having  control  of 
the  government  of  tl^e  province.  He  is  liable  to  dismissal 
at  any  time,  according  to  British  usages,  by  the  Lieutenant- 
Governor.  Should  he  be  defeated  in  a  general  election, 
it  might  be  necessary  for  him  to  retire  from  office ;  and 
should  his  party  be  defeated,  his  place  would  be  filled  by  a 
representative  of  the  successful  party.  As  a  general  elec- 
tion takes  place  every  four  years,  it  is  possible,  even  were 
the  continuity  of  the  office  not  broken  in  any  other  way, 
that  the  Minister  of  Education  might  be  changed  quad- 
rennially. 

To  place  the  education  of  the  people  and  all  that  it 
involves  under  the  direct  control  of  a  political  head  was 
regarded  by  many  as  a  very  dangerous  experiment.  It 
was  feared  that  it  would  lead  to  undue  political  influence 
in  educational  matters,  to  temporizing  with  sound  prin- 
ciples of  education,  to  needless  attention  to  the  clamours 
of  the  proletariat,  to  the  postponement  of  necessary  re- 
forms from  a  fear  of  political  irritation,  and  to  the  use  of 
thfi  patronage  in  the  hands  of  the  department  without  a 
proper  regard  to  the  educational  interests  of  the  public. 
Thrse  are  dangers,  however,  that  are  incident  to  the  ad- 
ministration of  every  department  of  government  under 
fl' mocratic  institutions,  and  unless  the  electorate  exercise 
that  eternal  vigilance  which  is  the  price  of  liberty,  any 
department  of  the  public  service  is  likely  to  be  made  sub- 
servient to  the  ambition  of  its  head  and  of  the  party  polit- 
ically dominant  for  the  time  being. 

No  hard-and-fast  rule  can  be  laid  down  as  to  the  rela- 
tive value  of  government  by  a  responsible  minister  and  gov- 


11    i 


i 


k%i 


•n 


26 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


ernment  by  a  bureaucracy.  Under  a  Chief  Superintendent 
of  Education  the  school  system  of  Ontario  was  well  admin- 
istered. It  was  progressive  as  to  educational  ideals,  and 
it  adapted  itself  with  reasonable  readiness  to  the  growth 
of  public  sentiments  and  the  wants  of  the  people.  It  is 
important,  however,  to  remember  that  Dr.  Ryerson,  who 
filled  the  office  of  Chief  Superintendent  for  thirty  years, 
and  who  was  exceptionally  well  qualified  to  estimate  its 
strength  and  weakness,  recommended  the  change  from  an 
irresponsible  chief  to  that  of  a  Minister  of  Education,  with 
a  seat  in  PpT-Hament  and  directly  amenable  to  that  public 
opinion  whi  ,  und:u-  the  Constitution,  expresses  itself  in 
the  represent;,  r  assemblies  of  the  country.  In  a  letter 
addressed  to  the  'ji.--.*3rnment  as  far  back  as  1868,  in  which 
he  asked  to  be  relieved  of  his  official  duties  as  Chief  Su- 
perintendent, Dr.  Ryerson  said :  "  Our  system  of  public 
instruction  has  acquired  such  gigantic  dimensions,  and 
the  network  of  its  operations  so  pervades  every  munici- 
pality of  the  land  and  is  so  interwoven  with  our  municipal 
and  judicial  systems  of  government,  that  I  think  its  ad- 
ministration should  now  be  vested  in  a  responsible  minis- 
ter of  the  Crown,  with  a  seat  in  Parliament;  and  that 
I  should  not  stand  in  the  way  of  the  application  to  our 
varied  educational  interests  of  that  ministerial  respon- 
sibility which  is  sound  in  principle  and  wise  in  policy." 

If  we  follow  the  analogy  of  representative  institutions, 
Dr.  Ryerson*s  advice  was  eminently  sound,  and  the  action 
taken  by  the  Parliament  of  Ontario  in  placing  education 
under  the  management  of  a  responsible  minister  of  the 
Crown  defensible.  There  is  no  constitutional  reason  why 
public  opinion  should  not  be  brought  to  bear  as  directly 
upon  educational  questions  as  upon  any  other  which  affect 
the  welfare  of  the  community  and  the  pockets  of  the  tax- 


ORGANIZATION  OP  PUBLIC  SCHOOLS. 


I 


27 


payers.  Besides,  the  influence  of  an  oflBcer  who  is  expect- 
ed to  originate  as  well  as  to  direct  legislation  is  greatly 
hampered  by  being  prevented  from  appealing  directly  to 
the  body  which  has  to  pronounce  judgment  upon  the 
schemes  he  may  formulate  as  the  result  of  his  experience. 
He  may  draft  bills  involving  many  complicated  provisions 
for  the  improvement  of  the  schools ;  he  may  desire  to  in- 
augurate a  jisjw  policy  requiring  an  extensive  knowledge 
of  the  school  system  of  other  countries,  and  with  conse- 
quences and  tendencies  known  only  to  one  who  has  studied 
the  whole  question  thoroughly ;  but  if  he  is  not  allowed 
to  explain  his  policy  before  those  having  power  to  accept 
or  reject  it,  his  labour  may  be  of  no  avail.  And  so  it  might 
happen,  as  it  has  happened  in  the  Province  of  Ontario,  that 
important  reforms  would  be  postponed  because  the  only 
man  who  could  satisfy  Parliament  with  regard  to  their 
merits  was  excluded  from  the  House.  To  place  a  bill,  no 
matter  how  clearly  framed  by  its  author,  in  the  hands  of 
a  member  of  Parliament  not  conversant  with  the  great 
volume  of  fact  and  experience  which  lies  behind  it,  and 
who  has  not  made  the  purpose  which  it  is  intended  to 
fulfil  a  matter  of  study  or  a  matter  of  personal  concern, 
usually  leads  to  disaster. 

The  presence  of  a  Minister  of  Education  on  the  floor 
of  Parliament  has  other  advantages.  As  a  member  of  the 
Executive  Government,  any  legislation  he  proposes  must 
first  have  the  approval  of  his  colleagues,  and  to  that  ex- 
tent Parliament  has  an  assurance  that  it  has  been  well 
considered,  for  nothing  sooner  discredits  a  Goverument 
than  the  introduction  of  abortive  or  ill-considered  legis- 
lation. Moreover,  no  minister  would  introduce  a  bill 
affecting  education  or  any  other  great  question  except 
upon  the  conviction  that  the  legislation  proposed  would 


f     f:S 


IF 


fi 


wni>ftia->i 


28 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


i 


be  supported  by  the  people.  It  is  not  necessary  that  his 
bill  should  be  the  mere  echo  of  a  public  opinion  clamour- 
ing for  redress  or  for  advanced  legislation.  All  a  minister 
has  to  know  is  that  the  legislation  he  proposes,  whether 
called  for  by  a  largo  body  of  the  people  or  not,  will  so 
commend  itself  to  their  good  judgment  that  they  will 
take  it  in  trust,  partly  because  of  its  apparent  merits,  and 
partly  because  of  their  confidence  in  the  minister  or  the 
Government  responsible  for  it.  If  any  explanation  is 
necessary  in  order  to  make  it  clear,  that  explanation  can 
be  given  by  the  minister  on  the  floor  of  Parliament. 
True,  he  is  liable  to  misrepresentation  by  those  who  are 
politically  opposed  to  him.  What  has  been  done  in  good 
faith  may  be  charged  to  party  exigencies  or  to  political 
motives,  and  in  that  sense  public  confidence  in  his  educa- 
tional poU  y  r<r.y  occasionally  be  weakened;  but  this 
is  a  form  of  criticism  to  which  every  administrative  act  of 
government  is  exposed. 

If  office  were  regarded  as  a  public  trust,  and  the  power 
which  it  confers  upon  the  holder  used  for  the  public  good, 
and  that  only,  theoretically  it  would  be  of  small  conse- 
quence how  the  educational  affairs  of  the  country,  or  in- 
deed any  other  department  of  the  public  service,  were 
administered.  But  as  all  legislation  is  nothing  more  or 
less  than  public  opinion  crystallized,  the  more  directly 
that  opinion  can  be  brought  to  bear  upon  any  subject 
coming  within  the  range  of  legislation,  the  more  freely 
and  perfectly  do  representative  institutions  fulfil  their  nat- 
ural and  proper  function ;  and  if  in  the  fulfilment  of  that 
function  imperfections  are  found  to  prevail,  the  people, 
who  are  the  final  court  of  appeal,  should  be  permitted  to 
make  their  power  felt  with  the  fewest  obstructions  possible. 

The    Education   Department,   hoio  composed.  —  The 


ORGANIZATION  OF  PUBLIC  SCHOOLS. 


29 


Education  Department  consists  of  the  Executive  Gov- 
ernment of  the  province,  viz. :  the  Attorney-General,  the 
Commissioner  of  Crown  Lands,  the  Provincial  Secretary, 
the  Minister  of  Agriculture,  the  Provincial  Treasurer,  the 
Commissioner  of  Public  Works,  the  Minister  of  Educa- 
tion, and  any  other  member  of  Parliament  who  may  hold 
a  seat  in  the  Government.  The  Attorney-General,  as  first 
minister  of  the  province,  acts  as  chairman.  Meetings  of 
the  department  are  held  for  the  transaction  of  business  as 
may  be  required.  All  reports  and  regulations  requiring 
the  consideration  of  the  department  are  usually  submitted 
by  the  Minister  of  Education,  and  after  adoption  by  the 
department  become  operative  at  once,  and  are  as  binding 
as  an  act  of  Parliament.  They  are  subsequently  laid  be- 
fore Parliament,  and  are  open  to  disapproval  either  in 
whole  or  in  part. 

Jurisdiction  of  the  Depart^\ent. — The  Education  De- 
partment has  jurisdiction  over  the  following  classes  of 
schools,  viz. : 

1.  Kindergarten  schools  for  pupils  between  four  and 
seven  years  of  age,  in  which  instruction  shall  be  given  ac- 
cording to  kindergarten  methods. 

2.  Public  schools  for  pupils  between  five  and  twenty- 
one  years  of  age,  in  which  instruction  shall  be  given 
in  the  elements  of  an  English  and  commercial  edu- 
cation. 

3.  Night  schools  for  pupils  over  fourteen  years  of  age, 
who  are  unable  to  attend  school  during  the  usual  school 
hours. 

4.  High  schools  and  collegiate  institutes  for  such  pu- 
pils as  pass  the  prescribed  entrance  examination,  in  which 
instruction  shall  be  given  in  the  higher  branches  of  a  prac- 
tical English  and  commercial  education,  the  natural  sci- 


vm 


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30 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


ences,  mathematics,  and  the  Greek,  Latin,  French,  and 
German  languages. 

6.  Art  schools  for  instruction  in  mechanical,  industrial, 
and  constructive  drawing,  and  other  branches  of  a  tech- 
nical education. 

6.  County  model  schools  for  the  training  of  candidates 
for  teachers'  third-class  certificates. 

7.  Normal  schools  for  the  training  of  candidates  for 
teachers'  second-class  certificates. 

8.  The  normal  college  for  the  training  of  candidates 
for  teachers'  first-class  certificates,  and  for  the  training  of 
teachers  of  high  schools  and  collegiate  institutes. 

9.  Teachers'  institutes  for  the  reading  of  papers  and 
the  general  discussion  of  educational  topics. 

10.  Public  libraries,  reading-rooms,  and  evening  classes 
for  mechanics  and  artisans,  when  aided  by  the  Govern- 
ment. 

11.  Industrial  schools  for  the  instruction  in  industrial 
pursuits,  with  a  special  view  to  their  moral  reformation, 
of  children  whose  habits  render  removal  from  their  homes 
necessary. 

12.  Separate  schools  at  which  the  children  of  Protes- 
tants, Roman  Catholics,  and  coloured  people  respectively 
may  attend,  subject  to  the  provisions  of  the  separate 
schools  act  hereafter  discussed. 

Powers  of  the  Education  Department. — The  Education 
Department  is  invested  by  statute  with  the  power  to  make 
regulations — 

1.  For  the  classification,  organization,  government, 
and  examination  of  the  different  classes  of  schools  men- 
tioned above,  and  for  the  equipment  of  schoolhouses  and 
the  arrangement  of  school  premises. 

2.  For  the  authorization  of  text-books  for  the  use  of 


ORGANIZATION  OP   PUBLIC  SCHOOLS. 


31 


pupils,  and  the  selection  of  books  of  reference  for  the  use 
of  teachers  and  public  libraries. 

3.  For  determining  the  qualifications  and  duties  of  in- 
spectors, examiners,  and  teachers. 

4.  For  the  payment  of  the  pensions  of  superannuated 
inspectors  and  teachers,  and  the  proper  distribution  of  all 
moneys  set  apart  by  the  Legislative  Assembly  for  school 
purposes. 

5.  For  the  study  of  agriculture,  and  for  scientific  in- 
struction as  to  the  nature  of  alcoholic  stimulants  and 
narcotics,  with  special  referencs  to  their  effect  upon  the 
human  system. 

Inspectors  of  high  schools,  separate  schools,  county 
model  schools,  directors  of  teachers'  institutes,  and  the 
masters  of  normal  schools  and  the  practice  schools  in 
connection  with  them,  are  appointed  by  the  Education 
Department.  Inspectors  of  public  schools  are  appointed 
by  the  Municipal  Councils  of  the  county  concerned,  or 
by  the  trustees  in  the  case  of  cities  or  towns  separated 
from  the  county.  The  department  also  fixes  the  fees  to 
be  paid  by  candidates  at  departmental  examinations,  and 
prescribes  the  forms  for  school  registers  and  such  official 
reports  as  boards  of  trustees  and  the  officers  of  the  depart- 
ment are  required  to  make.  All  moneys  voted  by  Parlia- 
ment are  paid  on  the  recommendation  of  the  Minister  of 
Education. 

Powers  of  the  Minister  of  Education. — As  the  exec- 
utive officer  of  the  Education  Department,  it  is  the  duty 
of  the  Minister  of  Education  to  enforce  the  regulations  of 
the  department,  and  to  direct  the  officers  of  the  depart- 
ment as  to  the  discharge  of  their  duties,  and  through  the 
official  staff  of  the  department  to  carry  on  the  necessary 
departmental  correspondence.     Public-school  inspectors, 


I  i  I 


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32 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


though  not  appointed  by  the  Minister  of  Education,  art 
amenable  to  his  authority,  and  the  whole  machinery  of 
education  subject  to  his  control.  He  is  also  ex  officio  a 
member  of  the  Senate  of  the  Provincial  University,  and 
is  thus  in  a  position  to  present  the  views  of  the  depart- 
ment on  educational  matters  before  the  Senate,  as  the 
governing  body  of  the  university.  He  has  power  to  de- 
cide upon  all  disputes  and  complaints  laid  before  him,  the 
settlement  of  which  is  not  otherwise  provided  for  by  law, 
and  upon  all  appeals  made  to  him  from  the  decision  of 
any  inspector  or  other  school  officer.  Should  any  question 
arise  as  to  the  construction  of  any  statute  affecting  educa- 
tion, he  has  the  power  to  submit  the  matter  in  dispute  to 
any  judge  of  the  High  Court  for  his  opinion.  The  object 
of  this  provision  of  the  law  is  to  prevent  litigation,  and 
has  been  found  productive  of  very  beneficial  results.  As 
a  matter  of  legal  procedure,  the  opinion  of  the  judge  is 
not  binding  on  the  parties  concerned  in  the  dispute ;  nev- 
ertheless, it  is  usually  accepted.  The  department  is  at 
liberty  to  pay  the  costs  in  such  cases,  but  as  the  argument 
is  generally  conducted  through  the  law  officers  of  the  Gov- 
ernment, the  costs  are  nominal. 

It  is  the  duty  of  the  minister  to  submit  an  annual  re- 
port to  Parliament,  setting  forth  the  attendance  of  pupils 
at  the  various  schools  under  the  jurisdiction  of  the  depart- 
ment, the  expenditure  of  the  province  for  school  purposes, 
the  classification  of  the  pupils,  and  such  other  information 
as  will  enable  the  members  of  Parliament  to  form  a  cor- 
rect opinion  with  regard  to  the  educational  progress  of 
the  country. 

In  the  event  of  any  legislation  being  required  for  the 
improvement  of  the  school  system  of  the  province,  the 
Minister  of  Education  takes  charge  of  such  bills  as  may 


ii 


ORGANIZATION  OF  PUBLIC  SCHOOLS. 


33 


be  necessary  for  that  purpose,  and,  except  by  the  defeat  of 
the  Government,  no  legislation  can  pass  which  does  not 
meet  with  his  approval.  In  order  to  secure  greater  sta- 
bility in  the  organization  of  the  school  system  of  the 
province,  legislation  of  an  important  character  is  submit- 
ted to  Parliament  only  at  intervals  of  five  years. 

Public  Schools^  how  organized. — In  considering  the 
organization  of  the  public-school  system,  the  reader  must 
bear  in  mind — 1.  That  in  Ontario,  township  means  a  rural 
district,  with  a  corporation  called  a  Municipal  Council. 
2.  That  a  county  means  a  number  of  townships,  incor- 
porated towns  and  villages  also  under  municipal  organiza- 
tion, called  a  County  Council.  3.  That  cities  have  a  mu- 
nicipal organization  of  their  own,  and  are  not  under  the 
jurisdiction  of  the  Municipal  Council  of  the  county.  In 
some  cases  towns  separate  themselves  from  the  municipal 
jurisdiction  of  the  county,  but  for  present  purposes  that 
circumstance  need  not  be  considered. 

Since  the  Act  of  1871,  all  public  schools  are  free 
schools — that  is,  they  are  entirely  supported  by  the  grant 
received  from  the  Provincial  Government,  and  by  rates 
levied  upon  real  and  personal  property.  As  kindergartens 
are  part  of  the  school  system,  they  too  are  supported  in  a 
similar  way — that  is,  by  separate  grant  from  the  provin- 
cial treasury  and  by  local  rates.  The  trustees  may  require 
a  fee  to  be  paid  by  kindergarten  pupils  for  supplies ;  a  fee 
of  twenty  cents  per  month  may  also  be  imposed  upon  pub- 
lic-school pupils  for  text-books  and  stationery ;  but  when 
such  fees  are  imposed,  the  boards  of  trustee  -  ♦\re  required 
to  furnish  all  text-books  and  supplies  for  iii^.  ..se  of  pupils 
out  of  the  fees  so  collected.  The  limit  of  the  kindergar- 
ten age  is  from  four  to  seven  years.  The  limit  of  the 
public-school  age  is  from  five  to  twenty-one.    The  trus- 


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THE  SCHOOL  SYSTEM  OP  ONTARIO. 


tees  of  rural  schools  are  not,  however,  obliged  by  law  to 
provide  accommodation  for  more  than  two  thirds  of  the 
number  of  school  children  in  the  section  between  the  ages 
of  five  and  sixteen  years.  It  has  been  found  from  expe- 
rience that  in  rural  schools  the  attendance  at  any  time 
seldom  exceeds  two  thirds  of  the  resident  pupils  between 
the  ages  mentioned. 

Public-School  Sections.^lt  is  the  duty  of  the  Munici- 
pal Council  of  every  township  to  divide  the  townships 
into  school  sections  in  such  a  way  as  to  include  every 
part  of  the  township  in  some  section.     These  sections  are 
numbered  1,  2,  3,  4,  etc.,  and  are  so  known  locally,  and  by 
the  Education  Department.    To  secure  the  organization 
of  sections  of  a  reasonable  size,  it  is  provided  that  no  sec- 
tion shall  be  formed  any  portion  of  which  shall  be  more 
than  three  miles  in  a  direct  line  from  the  schoolhouse ; 
nor  shall  any  section  be  formed  that  contains  less  than 
fifty  children  between  the  ages  of  five  and  twenty-c 
years,  unless  such  section  is  more  than  four  square  m 
in  area,  except  in  cases  where  such  area  can  not  be  ob- 
tained because  of  lakes  or  other  natural  obstacles.    In  un- 
organized districts — that  is,  in  districts  but  sparsely  set- 
tled, lying  toward  the  north  side  of  the  province — school 
sections  are  organized  by  the  inspector  and  the  stipendiary 
magistrate.     Where  required  by  public  convenience,  parts 
of  two  or  more  adjoining  townships,  or  parts  of  one  or 
more  townships  and  an  adjoining  town  or  incorporated  vil- 
lage, may  be  formed  into  a  union  section.     Such  sections 
are  known  as  union  schools,  and  are  in  all  respects  gov- 
erned as  ordinary  school  sections.     If  the  ratepayer?  of 
any  township  petition  any  municipal  council  for  the  for- 
mation of  a  union  school  with  the  adjoining  town  or  in- 
-  corporated  village,  the  Municipal  Councils  of  the  territory 


II 


ORGANIZATION  OF  PUBLIC  SCHOOLS. 


35 


concerned  are  authorized  to  appoint  arbitrators  to  lay  out 
the  Union  School  Section.  If  five  or  more  of  the  rate- 
payers are  dissatisfied  with  the  award  of  the  arbitrators, 
an  appeal  lies  to  the  Municipal  Council  of  the  county. 
The  Union  School  Section  so  formed  can  not  be  alterod  or 
dissolved  for  a  period  of  five  years.  If  the  territory  to  be 
formed  into  a  union  school  is  situated  in  two  adjoining 
counties,  and  the  Municipal  Councils  refuse  to  provide 
suitable  school  accommodation,  an  appeal  lies  to  the  Min- 
ister of  Education,  who  has  authority  to  appoint  arbitra- 
tors to  consider  the  matters  complained  of.  There  is  no 
appeal  from  the  report  of  such  arbitrators.  The  school 
rates  in  Union  School  Sections  are  collected  by  the  tax 
collectors  of  the  municipality  in  which  each  part  of  the 
union  is  respectively  situated,  and  are  paid  over  to  the 
treasurer  of  the  Union  School  Section.  For  purposes  of 
inspection  a  union  school  is  considered  to  be  within  the 
jurisdiction  of  the  inspector  in  whose  territory  the  school- 
house  of  the  union  section  is  situated.  As  it  often  hap- 
pens that  the  assessors  of  different  municipalities  adopt  a 
slightly  different  standard  in  assessing  real  and  personal 
property,  it  is  necessary,  before  rates  can  be  levied  fairly 
on  the  property  of  persons  residing  in  a  Union  School 
Section,  that  the  assessors  of  the  adjoining  municipalities 
should  meet  as  a  Board  of  Arbitration  and  adjust  in  an 
equitable  manner,  or,  as  it  is  called,  equalize,  the  assess- 
ment of  a  Union  School  Section.  Such  an  adjustment 
is  required  by  statute  to  be  made  every  three  years. 

Government  of  Rural  Scliools. — Rural  schools  are  un- 
der the  administration  of  three  trustees,  who  hold  ofSce 
for  three  years ;  but,  in  order  to  maintain  continuity  of 
office,  only  one  retires  annually.  Any  ratepayer,  male  or 
female,  twenty-one  years  of  age,  is  eligible  to  be  elected  a 


f    ^   i  J 


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36 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


trustee  or  to  vote  at  the  election  of  a  trustee.  As  in  the 
cose  of  municipal  electors,  the  franchise  presupposes  a 
proi)erty  qualification,  be  it  ever  so  small.  Supporters  of 
separate  schools  can  not  vote  for  the  election  of  public 
school  trustees,  and  vice  versa.  The  election  of  school 
trustees  in  rural  districts  is  held  on  the  last  Wednesday  of 
December,  or,  if  Wednesdp^y  be  a  holiday,  then  on  the  next 
day  following,  at  the  hour  of  ten  o'clock  in  the  forenoon. 
Special  meetings  may  ba  called  by  the  inspector  for  filling 
vacancies.  Meetings  of  ratepayers  are  organized  by  the 
appointment  of  a  chairman  and  secretary,  and  the  busi- 
ness is  conducted  in  the  following  order :  (a)  receiving  the 
annual  report  of  the  trustees  and  disposing  of  the  same ; 
{b)  receiving  the  annual  report  of  the  auditor  or  auditors 
and  disposing  of  the  same ;  (c)  electing  an  auditor  for  the 
ensuing  year ;  {d)  miscellaneous  business ;  {e)  elcctiug  a 
trustee  or  trustees  to  fill  any  vacancy  or  vacancies. 

If  more  persons  than  one  are  nominated  as  school 
trustee,  the  majority  of  the  ratepayers  present  may,  by 
show  of  hands,  declare  their  choice ;  or  two  ratepayers  may 
demand  a  po]l,  and  in  that  case  the  secretary  of  the  meet- 
ing shall  take  down  the  names  of  the  voters  for  the  differ- 
ent candidates.  The  poll  shall  not  be  kept  open  later 
ilian  four  o'clock  of  the  afternoon  of  the  day  on  which 
the  election  was  commenced,  and  on  the  close  of  the  poll 
the  chairman  and  secretary  shall  count  the  votes  and  de- 
clare the  person  elected  who  received  a  majority,  or  in 
case  of  a  tie  the  chairman  shall  give  the  casting  vote.  A 
trustee  elected  to  fill  a  vacancy  shall  hold  office  only  dur- 
ing the  un«^xpired  term  of  the  person  in  whose  place  he 
was  elected.  Any  person  having  served  as  a  trustee  may 
decline  to  serve  for  four  years  next  after  he  retired  from 
office.    Any  other  person  chosen  as  trustee  is  obliged  to 


ORGANIZATION  OF  PUBLIC  SCHOOLS. 


S7 


serve,  or  forfeit  a  penalty  of  five  dollars.  Any  trustee  who 
accents  and  neglects  to  serve  or  perform  the  duties  of  his 
office  shall  be  liable  to  a  penalty  of  twenty  dollars,  to  be 
recovered  before  any  justice^  of  the  peace.  Where  trustees 
wilfully  neglect  or  refuse  to  exercise  their  corporate  pow- 
ers, or  where  any  moneys  are  lost  to  the  school  section 
because  of  their  neglect  to  take  proper  security,  they  be- 
come personally  liable  for  the  loss  so  incurred.  Any  trus- 
tee who  enters  into  any  contract,  or  who  has  any  pecuniary 
interesc  or  profit  in  any  contract  or  agreement  in  his  own 
name  or  in  the  name  of  another,  with  the  corporation  of 
which  he  is  a  member,  or  any  trustee  who  is  convicted  of 
felony  or  misdemeanour,  or  who  becomes  insane,  or  who 
absents  himself  from  the  meetings  of  the  board  without 
leave,  shall,  ipso  fado^  vacate  his  seat.  No  trustee  can 
hold  the  office  of  public-school  inspector  or  teacher  with- 
in the  section  of  which  he  is  a  trustee.  Any  trustee  who 
knowingly  signs  a  false  report  of  the  school  section  or 
municipality  shall  be  liable  to  a  penalty  of  twenty  dollars. 

In  the  event  of  any  complaint  being  made  to  the  in- 
spector with  regard  to  the  election  of  a  school  trustee,  the 
inspector  is  authorized  to  inquire  into  such  complaint, 
and  either  to  confirm  the  election  or  to  order  a  new  elec- 
tion. Such  complaints  must,  however,  be  made  within 
twenty  days  of  the  election  complained  of.  The  secretary 
of  the  school  meeting  is  required  by  law  to  transmit  to 
the  inspector  a  copy  of  the  minutes  of  the  annual  and  all 
special  meetings. 

Trustees  elected  as  herein  set  forth,  constitute  a  cor- 
poration and  continue  in  office  until  their  successors  are 
appointed.  They  are  required  to  use  a  corporate  seal  in 
all  transactions  of  a  solemn  character ;  to  appoint  a  secre- 
tary or  secretary-treasurer,  who  shall  furnish  bonds  for  the 


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88 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


proper  discharge  of  the  duties  of  his  oflBce.  Tmstees  are 
required  by  law  to  serve  without  compensation,  and  the 
annual  meeting  at  which  they  are  elected  to  oflBce  may, 
by  resolution,  order  the  payment  of  such  a  sum  as  may  be 
agreed  upon  to  the  secretary-treasurer  for  his  services  as 
secretary  and  for  attendance  to  other  duties  incident  to 
his  office.  The  trustees  are  required  to  keep  a  record  of 
their  proceedings,  and  to  produce  their  books  when  called 
for  by  the  auditors  or  other  competent  authority.  Xo 
proceeding  of  the  Board  of  Trustees  is  valid  iless  two 
at  least  are  present,  nor  unless  notice,  either  peidonal  or  in 
writing,  has  been  given  to  every  member  of  the  time  and 
place  at  which  a  meeting  is  to  be  held.  The  accounts 
and  moneys  of  the  board  are  audited  by  two  auditors,  one 
appointed  by  the  board  and  the  other  by  the  ratepayers  at 
the  annual  meeting. 

Duties  of  Trustees. — It  is  the  duty  of  the  Board  of 
Trustees  to  take  charge  of  the  school  property,  and  to  dis- 
pose, by  sale  or  otherwise,  of  any  school  property  not  re- 
quired, and  to  convey  the  same  under  their  corporate  seal. 
They  are  to  see  that  the  schoolhouse,  furniture,  outbuild- 
ings, and  fences  are  kept  in  proper  repair,  and  that  the 
well,  closets,  and  premises  generally  are  in  a  sanitary  con- 
dition. Should  the  inspector  at  any  time  report  any  dere- 
liction of  duty  with  regard  to  these  matters,  the  Minister 
of  Education  may  withhold  the  Government  grant  payable 
to  such  section  until  the  orders  of  the  inspector  are  com- 
plied with.  They  arc  required  to  visit  the  school  under 
their  charge,  and  to  see  that  it  is  conducted  according  to 
the  regulations  of  the  Education  Department.  They  are 
to  see  that  the  school  is  supplied  with  registers,  suitable 
maps,  globes,  apparatus,  and  other  equipment.  They  are 
at  liberty  to  exempt  at  their  discretion,  from  the  payment 


^1 


ORGANIZATION  OF  PUBLIC  SCHOOLS. 


39 


of  school  rates  wholly  or  in  part,  any  indigent  persons 
within  the  section,  and  to  provide  books  and  other  school 
supplies  free  to  the  children  of  such  persons.  They  are 
not  to  allow  any  unauthorized  text-book  to  be  used  in 
their  schools,  and  are  to  report  annually  to  the  ratepayers 
and  to  the  inspector,  on  a  form  provided  by  the  depart- 
ment, the  number  of  pupils  in  attendance,  the  time  the 
school  was  kept  open,  the  receipts  and  expenditures  of  the 
section,  the  classification  of  the  pupils,  etc. 

Township  Boards. — Where  two  thirds  of  the  school 
sections  in  any  township,  at  the  annual  meeting  of  the 
school  sections  of  the  township,  agree  to  abolish  boards  of 
trustees,  the  Municipal  Council  of  the  township  may  pass 
a  by-law  for  the  appointment  of  township  trustees,  who 
shall  have  the  same  power  with  regard  to  the  administra- 
tion of  the  schools  of  the  whole  township  as  a  board  of 
trustees  has  with  regard  to  a  single  school  section.  Town- 
ship boards  are  not  received  with  favour  in  the  province, 
as  only  three  or  four  now  remain  after  an  experience  of 
over  thirty  years  of  the  two  systems — a  board  for  the  town- 
ship and  a  board  for  the  section. 

School  Assessment. — In  order  to  meet  the  expenses  of 
maintaining  the  school  during  the  year,  the  trustees  shall 
submit  a  statement  to  the  Municipal  Council,  setting  forth 
the  amount  of  money  required  for  the  teacher's  salary,  the 
running  expenses  of  the  school,  and  the  payment  of  de- 
bentures for  the  erection  of  a  new  schoolhouse,  if  any,  and 
other  proper  charges.  This  amount  the  Municipal  Coun- 
cil levies  upon  the  school  section  in  case  of  rural  schools, 
or  upon  the  ratepayers  in  the  case  of  a  city,  town,  or 
incorporated  village,  and  pays  the  same  to  the  trustees 
before  the  close  of  the  official  year.  In  rural  schools,  in 
order  to  equalize  the  burdens  of  taxation,  particularly  as 


i 


40 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


i 


K 


some  school  sections  are  necessarily  smaller  than  others, 
the  Municipal  Council  is  required  by  law  to  levy  the  sum 
of  one  hundred  dollars  for  each  section  upon  the  assess- 
able property  of  the  whole  township.  Where  a  rural 
school  employs  an  assistant  teacher,  an  additional  sum  of 
fifty  dollars  is  levied  if  the  assistant  is  engaged  for  the 
whole  year,  and  proportionately  if  engaged  for  six  months 
or  over.  Out  of  the  provincial  treasury  there  is  also  paid 
to  each  school  section,  according  to  the  average  attend- 
ance of  pupils,  a  certain  sum  of  money.  The  amount 
paid  by  the  provincial  treasury  for  elementary  schools  in 
1894  was  $276,000 ;  the  amount  raised  by  taxation  on  the 
assessable  property  was  $3,200,000 ;  the  amount  received 
from  other  sources,  $1,100,000.  These  different  sums 
constitute  the  school  revenues  of  the  year,  and  with 
these  the  trustees  discharge  the  financial  obligations  im- 
posed upon  them  by  law.  Should  the  treasury  be  de- 
pleted at  any  time,  the  trustees  may  issue  their  promis- 
sory notes  in  order  to  meet  the  quarterly  payments  to  be 
made  the  teachers  on  account  of  salary,  but  this  is  the 
only  purpose  for  which  they  can  bind  the  corporation  by 
note  of  hand.  Where  trustees  propose  to  erect  a  new 
schoolhouse,  they  may  levy  the  whole  cost  of  the  school- 
house  upon  the  section  by  one  rate,  and  thus  pay  for  it  in 
one  payment,  or  they  may  take  authority  from  the  rate- 
payers to  apply  to  the  Municipal  Council  for  debentures 
extending  over  a  period  of  thirty  years.  The  Municipal 
Council,  on  such  application,  is  obliged  to  issue  the  deben- 
tures of  the  township  for  this  amount.  Formerly  the 
debentures  were  issued  by  the  trustees  themselves  on  the 
security  of  the  assessment  of  the  section.  This  mode  of 
issuing  debentures  was  unsatisfactory,  as  the  security  was 
in  many  cases  doubtful,  and  the  interest  payable  by  the 


ORGANIZATION  OP  PUBLIC  SCHOOLS. 


41 


1  il 


trustees  proportionately  high.  The  debentures  issued  by 
the  municipality,  being  much  better  security,  carry  a  lower 
interest.  It  is  to  be  remembered  that,  while  the  whole 
township  is  liable  for  the  payment  of  these  debentures, 
the  Municipal  Council  levies  a  rate  only  upon  the  school 
section  concerned  for  their  payment. 

Trustees  in  Urban  Schools. — In  every  city,  town,  or 
incorporated  village,  the  ratepayers  are  authorized  to  elect 
two  trustees  for  each  ward  into  which  such  city,  town,  or 
incorporated  village  is  divided.  One  trustee  in  each  ward 
retires  annually.  Where  an  incorporated  village  Is  not 
divided  into  wards,  six  trustees  are  elected,  two  of  whom 
retire  annually.  Trustees  in  urban  schools  are  elected  at 
the  same  time  as  trustees  in  rural  schools,  the  proceedings 
in  both  cases  being  identical,  except  that  where  the  trus- 
tees have  requested  the  municipal  corporation  to  provide 
for  their  election  by  ballot,  then  the  election  of  school 
trustees  is  held  at  the  same  time  and  place,  and  by  the 
same  ofl&cers  as  the  elections  of  municipal  councillors. 
The  application  of  the  ballot  to  the  election  of  public- 
school  trustees  in  urban  schools  was  first  permitted  in 
1886,  and  has  been  adopted  by  about  one  hundred  urban 
municipalities.  In  rural  districts  trustees  are  elected  by 
open  vote  only.  Complaints  with  regard  to  school  elec- 
tiors  in  cities,  towns,  and  incorporated  villages  are  dis- 
posed of  by  the  judge  of  the  County  Court,  and  not,  as  in 
the  case  of  rural  schools,  by  the  inspector. 

The  trustees  of  city  schools  and  schools  in  towns  sepa- 
rated from  the  county  have  the  right  to  appoint  their 
inspector.  They  have  also  the  right  to  employ  a  super- 
intendent of  school  buildings  and  such  other  oflficers  as 
may  be  required  for  the  proper  care  of  school  property. 

In  cities,  towns,  and  incorporated  villages,  trustees 


42 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


may  furnish  the  pupils  with  text-books  free  of  charge, 
and  may  impose  a  rate  upon  the  taxpayers  for  this  pur- 
pose. The  system  of  supplying  free  text- books  by  a  rate 
upon  the  property  of  the  citizens  has  been  adopted  recent- 
ly in  thft  fiity  of  Jff^ontn.  In  several  other  cities  text- 
)Ook8  are  supplied  free,  but  the  expense  is  met  by  a 
monthly  fee  upon  the  pupils.  The  average  cost  of  text- 
books, slates,  copies,  scribblers,  etc.,  in  Toronto  during  the 
last  four  years  was  forty-seven  cents  per  pupil. 

Industrial  Schools.  —  Industrial  schools  were  estab- 
lished in  1882  to  provide  for  the  education,  under  proper 
restraints,  of  destitute  children,  or  of  children  who  wore 
found  wandering  without  any  fixed  place  of  abode,  or  of 
children  whose  parents  were  not  considered  competent  to 
exercise  proper  parental  control  over  their  habits.  Any 
person  may  summon  such  a  child  before  a  police  magis- 
trate or  a  judge  of  the  County  Court,  and  on  proof  of  the 
child's  habits  or  circumstances  the  magistrate  or  judge 
has  authority  to  commit  such  child,  if  under  fourteen 
years  of  age,  to  an  industrial  school,  for  such  time  as  in 
the  opinion  of  the  magistrate  may  be  necessary  for  the 
correction  of  his  habits,  but  in  no  case  beyond  the  time 
when  the  child  would  attain  the  age  of  sixteen  years. 

Industrial  schools  may  be  established  by  the  public  or 
separate  school  trustees  of  any  city  or  town,  or  by  any 
philanthropic  society  incorporated  for  that  purpose.  Suit- 
able buildings  for  school  purposes,  for  dormitories,  rec- 
reation, and  industrial  pursuits  are  indispensable.  The 
teaching  staff  of  the  school  is  appointed  by  the  trustees 
of  the  public  or  separate  schools,  by  whom  the  industrial 
school  was  established.  The  courses  of  study  are  the  same 
as  those  of  public  schools,  and  the  work  of  the  pupils  is 
subject  to  the  supervision  of  the  public  or  separate  school 


ORGANIZATION  OP  PUBLIC  SCHOOLS. 


43 


inspector,  as  the  case  may  be.  Pupils  are  under  the  direc- 
tion of  competent  instructors  in  industrial  work,  and  are 
taught  the  lighter  trades,  such  as  tailoring,  shoemaking, 
printing,  and  carpentering.  In  the  summer  months  they 
are  engaged  in  gardening  and  on  a  farm  in  connection 
with  the  school. 

Soon  after  the  passing  of  this  act  an  industrial  school 
was  established  in  the  vicinity  of  Toronto.  The  cost  of 
providing  buildings  and  classrooms  was  met  partly  by  a 
grant  from  the  City  Council  and  partly  by  contributions 
from  citizens  interested  in  benevolent  work.  The  school 
is  maintained  from  the  following  sources  :  1.  The  teach- 
ing staff  is  paid  by  the  Board  of  Public  School  Trustees. 
2.  The  Municipal  Council  of  any  municipality  from  which 
a  child  is  sent  to  the  school  pays  for  its  maintenance  the 
sum  of  two  dollars  per  week.  3.  The  Provincial  Govern- 
ment pays,  in  addition,  ten  cents  per  day  for  every  child 
committed  to  the  school. 

It  may  be  observed  that  although  an  industrial  school 
is,  for  purposes  of  administiation,  under  the  direction  of 
the  Board  of  Trustees  or  of  a  society  incorporated  for  that 
purpose,  it  is,  to  all  intents  and  purposes,  a  provincial 
school,  as  a  police  magistrate  or  county  judge  in  any  part 
of  the  province  may  direct  that  any  child  coming  within 
the  provisions  of  the  Industrial  Schools  Act  may  be  sent 
to  whatever  school  the  magistrate  or  judge  may  designate. 

In  1895  a  second  industrial  school  was  opened  under 
the  direction  of  the  Separate  School  Board  of  Trustees  for 
the  reception  of  Roman  Catholic  children.  This  also  is  a 
provincial  school,  and  subject  to  the  same  privileges  and 
conditions  as  all  other  industrial  schools.  There  are  now 
in  attendance  at  both  schools  about  two  hundred  and  fifty 
children. 


CHAPTER  III. 


SCHOOL  SITES,  PREMISES,  AND   PUPILS. 

It  has  already  been  shown  that  the  Municipal  Council 
of  every  township  has  authority  to  divide  the  township 
into  sections  for  school  purposes.  The  area  of  a  school 
section  is  generally  from  three  to  five  thousand  acres,  but 
this  depends  to  a  certain  extent  upon  the  assessed  value 
of  the  land  and  the  density  of  the  population.  With  the 
increase  of  wealth  and  population  the  boundaries  of  the 
sections  are  adjusted  from  time  to  time  by  the  Council,  as 
the  ratepayers  may  desire,  for  the  convenience  and  com- 
fort of  the  school  population.  So  soon  as  the  section  is 
formed,  and  trustees  appointed,  a  site  for  a  schoolhouse  is 
chosen.  This  site,  however,  is  subject  to  the  approval  of 
the  ratepayers.  Should  the  ratepayers  and  trustees  dis- 
agree as  to  the  eligibility  or  convenience  of  the  site  se- 
lected, the  dispute  is  referred  to  three  arbitrators — one 
chosen  by  the  ratepayers,  the  other  by  the  trustees — the 
inspector  of  the  school  for  the  district  being  the  third 
arbitrator.  A  decision  of  the  majority  of  the  arbitrators 
binds  all  parties  to  the  dispute.  It  sometimes  happens 
that  a  difiference  of  opinion  arises  between  the  owner  of 
the  land  chosen  for  a  site  and  the  trustees  as  to  the  price 
which  should  be  paid  for  it.  A  dispute  of  this  kind  is 
also  submitted  to  arbitrators,  who  decide  as  in  the  former 
case.    If  the  owner  refuses  to  give  a  title,  then  the  award 

44 


SCHOOL  SITES,  PREMISES,  AND  PUPILS. 


45 


of  the  arbitrators  delivered  to  the  trustees  may  be  regis- 
tered in  the  proper  registry  office  on  the  affidavit  of  the 
Secretary  of  the  School  Board,  and  such  award  becomes  a 
legal  title  for  the  conveyance  of  the  land.  No  school  site 
shall  be  selected  in  a  township  within  one  hundred  yards 
of  the  garden,  orchard,  pleasure-ground,  or  dwelling-house 
of  the  owner  without  his  consent.  School  sites  may  be 
enlarged  by  the  trustees  without  any  reference  to  the 
ratepayers,  but  no  school  site  can  be  changed  except  with 
their  approval.  In  cities,  towns,  or  incorporated  villages 
the  trustees  have  power  to  select  school  sites  without  any 
reference  to  the  ratepayers. 

Regulations  of  the  Department  respecting  Sites. — The 
regulations  of  the  Education  Department  provide : 

1.  Every  school  site  shall  be  on  a  well-travelled  road, 
as  far  removed  as  possible  from  a  swamp  or  marsh,  and  so 
elevated  as  to  admit  of  easy  drainage. 

2.  The  school  grounds  shall  be  properly  levelled  and 
drained,  planted  with  shade  trees,  and  enclosed  by  a  sub- 
stantial fence.  Every  rural  school  shall  be  provided  with 
a  woodshed. 

3.  There  shall  be  a  well  or  other  means  for  procuring 
water,  so  placed  and  guarded  as  to  be  perfectly  secured 
against  pollution  from  surface  drainage  or  sewage  of  every 
kind. 

4.  The  area  of  the  school  site  shall  be  not  less  than 
half  an  acre  in  extent ;  and  if  the  school  population  of 
the  section  exceeds  seventy-five,  the  area  shall  be  one  acre. 

5.  The  water-closets  for  the  sexes  shall  be  several  feet 
apart,  and  under  different  roofs.  Their  entrances  shall 
be  screened  from  observation.  Proper  care  shall  be  taken 
to  secure  cleanliness,  and  to  prevent  unpleasant  and  un- 
healthy odours. 


46 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


6.  Suitable  walks  shall  be  made  from  the  schoolhouse 
to  the  water-closets,  so  that  the  closets  may  be  reached  with 
comfort  in  all  kinds  of  weather. 

The  first  Friday  in  May  is  set  apart  as  Arbour  day  in 
every  rural  school  for  the  purpose  of  planting  shade  trees, 
making  flower  beds,  and  otherwise  improving  and  beauti- 
fying the  school  grounds.  Since  the  appointment  of  Ar- 
bour day,  the  inspectors  report  that  over  one  hundred 
and  fifty  thousand  shade  trees  have  been  planted  in  the 
grounds  of  the  schools  of  the  province.  Where  trustees 
neglect  to  keep  the  school  grounds  in  proper  condition, 
or  where  they  neglect  to  keep  the  premises  in  repair,  the 
Government  grant  is  withheld  on  the  report  of  the  in- 
spector until  the  regulations  of  the  department  are  com- 
plied with. 

Schoolhouses. — The  trustees  of  the  school  are  the  sole 
judges  as  to  the  style  and  material  of  schoolhouses  erected 
under  the  Public- School  Act.  In  the  early  history  of  the 
country  the  log  schoolhouse  had  undisputed  possession  of 
the  field.  It  was  both  primitive  in  style  and  very  indiffer- 
ent as  to  comfort  and  accommodation.  Its  place  is  now 
occupied  by  buildings  of  frame,  brick,  or  stone,  all  of 
which  have  to  conform  with  the  regulations  of  the  de- 
partment. As  a  rule,  trustees  before  proceeding  with  the 
erection  of  a  new  schoolhouse  receive  plans  and  estimates 
from  a  competent  architect,  and  submit  them  for  approval 
to  the  county  inspector.  In  the  case  of  large  schools, 
plans  are  sometimes  submitted  to  the  Minister  of  Educa- 
tion. It  is  not  necessary,  in  the  case  of  public  schools, 
that  the  plans  should  be  approved  either  by  the  inspector 
or  the  department.  The  trustees  are,  however,  required 
to  provide  adequate  accommodation  in  rural  districts  for 
at  least  two  thirds  of  the  children  between  five  and  sixteen 


SCHOOL  SITES,  PREMISES,  AND  PUPILS. 


47 


years  of  age  resident  in  the  section,  and  in  urban  districts, 
for  all  the  children  between  the  ages  mentioned.  Where 
the  average  attendance  of  the  section  exceeds  fifty  pupils, 
the  schoolhouse  shall  contain  two  rooms ;  where  it  exceeds 
one  hundred  the  schoolhouse  shall  contain  three  rooms — 
an  additional  room  and  teacher  being  required  for  each 
unit  of  fifty  pupils  in  average  attendance.  In  order  to 
prevent  overcrowding,  it  is  provided  that  an  area  of  twelve 
square  feet  shall  be  allowed  for  each  pupil,  and  at  least 
two  hundred  and  fifty  cubic  feet  of  air  space.  A  complete 
change  of  air  every  three  hours  is  the  standard  rule  for 
ventilation.  The  heating  apparatus  must  be  sufi&cient  to 
keep  a  uniform  temperature  throughout  the  room  of  sixty- 
seven  degrees.  The  light,  where  possible,  must  be  admit- 
ted on  the  left  side  of  the  pupil.  Separate  entrances  with 
covered  porches  and  suitable  cloakrooms  are  required  for 
the  boys  and  girls. 

The  teacher  is,  during  the  time  of  his  engagement,  to 
a  certain  extent,  the  custodian  of  the  school  property  ;  he 
is  authorized  to  make  such  rules  as  will  insure  the  keep- 
ing of  the  school  grounds  and  outbuildings  in  a  neat  and 
cleanly  condition,  and  to  see  that  no  damage  is  done  to 
the  furniture  or  other  school  property.  Where  repairs 
are  wanted,  he  is  required  to  give  notice  in  writing  to  the 
trustees.  He  may  employ  a  suitable  person  to  sweep  the 
rooms,  dust  the  walls,  seats,  desks,  and  other  furniture, 
where  the  trustees  make  no  provision  for  that  purpose. 
The  teacher  may  aiso  complain  at  any  time  to  the  health 
oflBcer  of  the  district  with  regard  to  the  unsanitary  con- 
dition of  the  schoolhouse  or  premises. 

School  Furniture  and  Equipment. — The  regulations 
of  the  department  with  regard  to  school  furniture  and 
equipment  are  very  specific : 


48 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


1.  The  seats  and  desks  should  be  so  arranged  that  the 
pupils  may  sit  facing  the  teacher.  Not  more  than  two 
pupils  should  be  allowed  to  sit  at  one  desk ;  but  single- 
seated  desks  are  preferable. 

2.  The  heights  of  the  seats  sliould  be  so  graduated  that 
pupils  of  different  sizes  may  be  seated  with  their  feet  rest- 
ing firmly  on  the  floor.  The  backs  should  slope  backward 
two  or  three  inches  from  the  perpendicular. 

3.  The  seats  and  desks  should  be  fastened  to  the  floor 
in  rows,  with  aisles  of  suitable  width  between  the  rows ; 
passages,  at  least  three  feet  wide,  should  be  left  between 
the  outside  rows  and  the  side  and  the  rear  walls  of  the 
room ;  and  a  space,  at  least  five  feet  wide,  between  the 
teacher's  platform  and  the  front  desks. 

4.  Each  desk  should  be  so  placed  that  its  front  edge 
may  project  slightly  over  the  edge  of  the  seat  behind. 
The  desk  should  be  provided  with  a  shelf  for  pupil's 
books,  and  the  seat  should  slope  a  little  toward  the  back. 

5.  A  sufficient  number  of  seats  and  desks  should  be 
provided  for  the  accommodation  of  all  the  pnpils  ordi- 
narily in  attendance  at  the  school.  There  should  be  at 
least  two  chairs  in  addition  to  the  teacher's  chair. 

6.  The  desks  should  be  of  three  different  sizes.  The 
following  dimensions  are  recommended  : 


CHAIRS  OR  SEATS. 

DESKS. 

Aqk  of  PnPiLs. 

Height. 

Slope 
back. 

Length. 

Width. 

T 
lu 

13 

Height 

Front. 

Rear. 

Double. 

Single. 

next 

pupil 

5  to  8  years 

8  to  10     '•     .... 
10  to  13  "     .... 
13  to  16  "     .... 

Inches. 
12 
13 
14 
16 

Inches. 
12i 
15i 

Inches. 
2 
2 

2i 
3 

Inches. 
36 
36 
36 
40 

Inches. 
18 
18 
20 
22 

.'ches. 
22 
23 
24 

SCHOOL  SITES,  PREMISES,  AND  PUPILS. 


49 


7.  There  should  be  one  blackboard  at  least  four  foet 
wide,  extending  across  the  whole  room  in  rear  of  the 
teacher's  desk,  with  its  lower  edge  not  more  than  two  and 
a  half  feet  above  the  floor  or  platform ;  and,  when  pos- 
sible, there  should  be  an  additional  blackboard  on  each 
side  of  the  room.  At  the  lower  edge  of  each  blackboard 
there  should  be  a  trough  five  inches  wide  for  holding  cray- 
ons and  brushes,  and  for  collecting  the  chalk  dust,  whicli. 
should  be  removed  every  day.* 

8.  Every  school  should  have  at  least  one  globe  not  less 
than  nine  inches  in  diameter,  properly  mounted ;  a  map 
of  Canada ;  a  map  of  Ontario ;  maps  of  the  world  and  of 
the  different  continents ;  one  or  more  sets  of  Tablet  Les- 
sons of  Part  I  of  the  First  Reader ;  a  standard  dictionary 
and  gazetteer ;  a  numeral  frame  ;  a  suitable  supply  of  cray- 
ons and  blackboard  brushes ;  and  an  eight-day  clock. 


*  The  following  directions  for  making  a  blackboard  may  bo 
found  useful : 

(a)  If  the  walls  are  brick,  the  plaster  should  bo  laid  upon  the 
brick  K.nd  not  upon  the  laths,  as  elsewhere ;  if  frame,  the  part  to 
be  used  for  a  blackboard  should  be  lined  with  boards,  and  the  laths 
for  holding  the  plaster  nailed  firmly  on  the  boards. 

(6)  The  plaster  for  the  blackboard  should  bo  composed  largely  of 
plaster  of  Paris. 

(c)  Before  and  after  having  received  the  first  coat  of  colour  it 
should  be  thoroughly  polished  with  fine  sandpaper. 

(d)  The  colouring  matter  should  be  laid  on  with  a  wide,  flat  var- 
nish brush. 

(e)  The  liquid  colouring  should  be  made  as  follows :  Dissolve 
gum  shellac  in  alcohol,  four  ounces  to  the  quart ;  the  alcohol  should 
be  ninety-five  per  cent  strong;  the  dissolving  process  will  require  at 
least  twelve  hours.  Fine  emery  flour,  with  enough  chrome  green  or 
lampblack  to  give  colour,  should  then  be  added  until  the  mixture 
has  the  consistency  of  thin  paint.  It  may  then  be  applied  in  long, 
even  strokes,  up  and  down,  the  liquid  being  kept  constantly  stirred. 

5 


50 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


Duties  of  Pupils. — In  raral  districts  the  schools  are 
open  two  }iuDdred  and  eight  days.  The  hours  of  attend- 
auce  are  from  nine  o'clock  in  the  forenoon  to  four  o'clock 
in  the  afternoon,  with  a  recess  of  not  less  than  ten  minutes 
both  forenoon  and  afternoon,  and  at  least  one  hour  dur- 
ing midday.  Trustees  have  authority  to  increase  these 
intervals  of  recreation.  In  cities,  towns,  and  incorporated 
Tillages  the  trustees  may,  by  resolution,  order  the  school 
opened  at  9.30  in  the  forenoon,  and  closed  at  3.30  in  the 
afternoon,  v/ith  a  recess  at  midday  of  one  hour  and  a  half. 
In  kindergartens  pupils  are  not  allowed  to  attend  more 
tlian  three  hours  per  day.  In  rural  schools  every  Satur- 
day, Good  Friday,  Thanksgiving,  the  Queen's  Birthday, 
Labor  day,  and  every  day  proclaimed  a  holiday  by  mu- 
nicipal or  civil  authorities  are  school  holidays.  The  sum- 
mer vacation  begins  on  the  30th  of  June  and  ends  on  the 
third  Monday  of  August.  The  winter  vacation  begins  on 
the  2Xst  of  December  and  ends  on  the  2d  of  January.  In 
cities,  towns,  and  incorporated  villages  the  summer  vaca- 
tion ends  on  the  last  Monday  of  August. 

Any  child  may  be  refused  admission  to  a  public  school 
(except  where  kindergarten  classes  are  established)  before 
he  has  attained  five  years  of  age.  If  the  schoolroom  is 
not  large  enough  to  provide  adequately  for  every  pupil 
between  five  and  sixteen  years  of  age,  the  trustees  may  re- 
fuse admission  to  all  pupils  over  sixteen.  When  the  ac- 
commodation is  ample,  pupils  may  be  admitted  until  they 
are  twenty-one  years  of  age,  but  no  pupil  can  be  counted 
for  the  purpose  of  drawing  the  Government  grant  under 
five  (four  in  the  case  of  kindergartens)  or  over  twenty-one 
yean  of  age.  Every  pupil  is  responsible  to  his  teacher  for 
his  conduct  to  and  from  school,  unless  accompanied  by 
his  parent  or  guardian ;  and  the  courts  have  held  that  a 


I 


acnooL  SITES,  premises,  and  pupils. 


51 


h) 


ta 


tcaclier  acted  within  the  scope  of  his  authority  in  pun- 
ishing pupils  for  misconduct  outside  school  hours  while 
on  their  way  to  or  from  school.  During  their  attendance 
at  school  the  pupils  are  entirely  under  the  teacher's  con- 
trol, and  no  parent  or  trustee  has  a  right  to  interfere  with 
the  discipline  of  the  school.  The  teacher  is,  however, 
liable  to  indictment  before  a  magistrate  if  he  has  pun- 
ished a  pupil  cruelly  or  with  undue  severity.  The  magis- 
trate is  in  that  case  the  sole  Judge  of  the  character  of  the 
punishment  inflicted,  and  has  authority  to  impose  a  rea- 
sonable penalty.  The  punishments  which  a  teacher  has  a 
right  to  inflict  are  not  defined  by  the  regulations  of  the 
department,  lie  may  prescribe  impositions  or  may  de- 
tain pupils  after  school  hours,  or  deprive  them  of  certain 
privileges  as  to  recreation,  or  may  even  inflict  corporal 
punishment.  The  only  rule  laid  down  is  that  he  shall 
"  practise  p.uch  discipline  as  would  be  exercised  by  a  kind, 
firm,  and  judicious  parent." 

Where  a  pupil  is  guilty  of  (a)  persistent  truancy, 
(b)  violent  opposition  to  authority,  (r)  the  repetition  of 
any  offence  after  being  warned,  (d)  habitual  and  wilful 
neglect  of  duty,  {e)  the  use  of  profane  or  improper  lan- 
guage, (/)  cutting,  marring,  destroying,  or  defacing  any 
part  of  the  school  property,  (g)  writing  any  obscene  words 
on  the  fences,  water-closets,  or  any  part  of  the  school 
premises,  (h)  general  bad  conduct,  injurious  to  the  moral 
tone  of  the  school,  he  may  be  suspended  for  one  month, 
but  immediate  notice  of  such  suspension  with  the  reasons 
therefor  shall  bo  given  to  the  parents  or  guardians  and 
the  trustees.  In  such  cases  the  parents  or  guaruMins  may 
appeal  against  the  decision  of  the  teacher  to  the  Board  of 
Trustees,  who  have  the  right,  on  hearing  the  case,  to  con- 
firm or  set  aside  the  ilecision  of  the  teacher. 


I* 


w 


52 


THE  SCHOOL  SYSTEM    OF  ONTARIO. 


Departmental  Regulations. — The  regulations  with  re- 
spect to  the  duties  of  pupils  in  public  (schools  are  as  fol- 
lows: 

1.  Every  pupil  whose  name  is  entered  on  the  register 
of  a  public  school  shall  attend  punctually  and  regularly 
every  day  of  the  school  term  in  which  his  name  is  entered. 
Should  any  pupil  absent  himself  from  school  except  on 
account  of  sickness,  he  shall  be  liable  to  such  punishment 
as  the  teacher  may  lawfully  inflict. 

2.  No  pupil  shall  be  allowed  to  leave  school  before  the 
hour  for  closing  except  in  case  of  sickness,  or  at  the  re- 
quest, whether  oral  or  written,  of  his  parent  or  guardian. 

3.  Any  pupil  absenting  himself  from  an  examination, 
or  from  any  portion  thereof,  without  permission  of  the 
teacher,  shall  not  be  admitted  to  any  public  school  except 
by  the  authority  of  the  inspector  in  writing. 

4.  Any  pupil  who  is  affected  with  or  exposed  to  any 
contagious  disease  shall  not  be  permitted  to  attend  school 
without  a  certificate  from  a  physician  that  there  are  no 
sanitary  objections  to  his  attendance. 

5.  Any  pupil  who  shall  be  adjudged  so  refractory  by 
the  Board  of  Trustees  and  by  the  teacher  that  his  presence 
in  school  is  injurious  to  the  other  pupils,  may  be  expelled, 
and,  without  the  written  consent  of  the  public-school 
inspector,  shall  not  be  allowed  to  attend  any  other  school 
in  that  inspectoral  district. 

6.  Any  pupil  may  be  refused  admission  to  a  public 
school  who  fails  to  supply  himself  with  the  necessary 
books  and  stationery  required  for  school  purposes,  or  who 
fails  to  pay  the  fees  imposed  by  the  trustees  for  the  cur- 
rent month  or  quarter,  as  the  case  may  be,  for  the  free 
use  of  books,  stationery,  and  other  supplies. 

7.  Any  pupil  who  injures  or  destroys  school  property 


I' 
■ 

■. 

y 
t 


SCHOOL  SITES,  PREMISES,  AND  PUPILS. 


53 


4 


may  be  suspended  until  the  parent  or  guardian  of  the 
pupil  makes  suitable  amends  for  the  property  destroyed. 

In  rural  districts  the  pupils  are  required  to  attend  the 
school  section  in  which  they  reside.  Should,  however,  the 
schoolhouse  in  an  adjoining  section  be  nearer  to  their  home 
than  the  schoolhouse  in  the  section  to  which  they  belong, 
the  trustees  of  such  section  shall  admit  them  to  such  school, 
providing  the  accommodation  of  the  school  is  sufficient. 
When  pupils  attend  any  other  school  than  the  one  in  the 
section  in  which  they  reside,  they  are  liable  to  pay  fees 
equal  to  the  average  cost  of  the  instruction  of  the  other 
pupils  of  the  school.  The  trustees  of  the  section  to  which 
they  belong  may  remit  so  much  of  the  rates  which  their 
parents  are  obliged  to  pay  in  the  section  to  which  they 
belong  as  would  be  equal  to  the  fees  charged  in  the  neigh- 
bouring school,  when  the  distance  travelled  by  the  chil- 
dren is  three  miles  or  over. 

Sanitary  Protection. — Should  the  local  Board  of  Health 
or  any  of  its  officers  or  members  notify  the  teacher  that  scar- 
latina, diphtheria,  whooping-cough,  measles,  or  any  other 
contagious  disease  has  broken  out  in  any  family,  the  teacher 
is  authorized  to  refuse  the  admission  of  any  member  of  such 
family  to  a  public  school  until  satisfactory  evidence  is  re- 
ceived that  all  danger  from  such  contagious  disease  has 
passed  away.  The  trustees  of  any  school  may  refuse  the 
admission  of  children  who  do  not  produce  a  certificate  of 
successful  vaccination  when  demanded  by  the  teacher. 

In  urban  schools  the  trustees  may  divide  the  city  or 
town  into  school  districts,  and  require  all  pupils  to  attend 
the  school  within  the  district  in  which  they  reside.  In 
schools  of  two  or  more  stories  pupils  are  required  to  be 
trained  in  fire  drill  for  greater  safety  in  case  of  fire. 

Compulsory  Attendance.^lihe  School  Act  of  1871  pro- 


H 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


Tided,  for  the  first  time,  that  every  child  from  the  age  of 
seven  to  twelve  years  inclusive  should  have  the  right  to 
attend  some  school,  or  to  be  otherwise  educated,  for  four 
months  in  each  year;  and  any  parent  or  guardian  who 
neglected  to  carry  out  this  provision  of  the  law  was  liable 
to  a  penalty  of  five  dollars  on  conviction  before  a  police 
magistrate  or  justice  of  the  peace. 

In  1891  the  provisions  of  the  law  with  regard  to  com- 
pulsory attendance  were  made  more  stringent,  and  now 
all  children  between  eight  and  fourteen  years  of  age  are 
required  to  attend  school  for  the  full  term  during  which 
the  school  of  the  section  or  municipality  in  which  they 
reside  is  open  each  year,  unless  excused  on  the  grounds : 
{a)  that  the  child  is  under  efficient  instruction  at  home  or 
elsewhere ;  (b)  that  the  child  is  unable  to  attend  school  by 
reason  of  sickness  or  other  unavoidable  cause ;  (c)  that 
there  is  no  school  within  two  miles,  if  such  child  is  under 
ten  years  of  age,  or  within  three  miles,  if  over  that  age ; 
(d)  that  the  school  accommodation  is  inadequate,  or  (e) 
that  the  child  has  been  excused  for  reasons  satisfactory  to 
a  justice  of  the  peace  or  to  the  principal  of  the  school,  or 
(/)  that  the  child  has  passed  the  entrance  examination 
prescribed  by  the  education  department  for  admission  to 
a  high  school.  Where  any  justice  of  the  peace  or  the 
principal  of  the  school  attended  by  the  child  is  satisfied 
that  the  services  of  such  child  are  required  in  husbandry  or 
in  urgent  household  duties,  or  for  the  maintenance  of  such 
child  or  some  person  dependent  upon  it,  the  justice  of  the 
peace  or  the  principal  may  relieve  such  child  from  attend- 
ance at  school  for  a  period  not  exceeding  three  months  in 
the  year.  Any  person  employing  a  child  under  fourteen 
years  of  age  while  the  school  is  in  session  is  liable  to  a 
penalty  of  twenty  dollars  for  each  offence.     The  police 


!  , 


-ll 


SCHOOL  SITES,  PREMISES,  AND  PUPILS. 


55 


commissioners,  or,  where  there  are  no  police  commis- 
sioners, the  Municipal  Councils  of  every  city,  town,  or  in- 
corporated village  are  authorized  to  appoint  one  or  more 
truant  officers  for  the  enforcement  of  the  act.  The  tru- 
ant officer  is  vested  with  police  powers  and  has  authority 
to  enter  workshops,  factories,  stores,  and  other  places 
where  children  may  be  employed,  in  order  to  see  that  the 
law  with  regard  to  school  attendance  is  observed.  In 
rural  sections  truant  officers  are  appointed  by  the  trustees. 
A  truant  officer  has  power  to  summon  a  parent  or  guar- 
dian or  any  person  having  legal  charge  of  a  child  before  a 
magistrate,  in  case  such  person  neglects  the  education  of 
any  child  in  his  custody.  A  fine  of  not  less  tlian  five 
nor  more  than  twenty  dollars  may  be  imposed  in  such 
cases,  or  the  parent  or  guardian  may  be  placed  by  the 
magistrate  under  bonds  in  the  penal  sum  of  one  hundred 
dollars  as  a  guarantee  that  he  will  comply  with  the  law. 

Truant  officers  are  required  to  report  annually  to  the 
Education  Department.  The  number  of  truants  reported 
in  1894  was  2,962 ;  the  number  of  complaints  made  be- 
fore a  magistrate  for  violation  of  the  act  was  135,  and  the 
number  of  convictions  51. 


:ii: 


11 


CHAPTER  IV. 

COURSE  OF  STUDY  IN   PUBLIC   SCHOOLS. 

The  course  of  study  for  public  schools  is  divided  into 
five  forms.  These  forms,  in  graded  schools,  may  be  sub- 
divided by  the  teacher  to  suit  the  convenience  of  the 
school  in  the  matter  of  organization  and  classification. 
The  subjects  to  be  taken  up  in  each  form  are  prescribed 
by  the  education  department,  and  no  teacher  is  at  liberty 
to  introduce  into  the  form  any  subject  not  prescribed,  nor 
to  go  beyond  the  limits  of  work  indicated  by  the  depart- 
ment for  the  form  without  the  concurrence  of  the  in- 
spector and  the  Board  of  Trustees.  Promotions  from  one 
form  to  another  are  made  by  the  teacher  from  time  to 
time,  as  the  attainments  of  the  pupil  warrant.  The  usual 
practice,  however,  is  to  promote  pupils  before  the  Christ- 
mas and  summer  holidays.  No  pupil  is  allowed  to  be 
ranked  in  one  form  as  to  one  subject  and  in  another  form 
as  to  another  subject.  Should  he  be  deficient  in  any  sub- 
ject in  his  form,  his  promotion  is  delayed  until  he  is  quali- 
fied to  pass  in  all  the  subjects.  Should  the  inspector  find 
at  his  semi-annual  visits  to  the  school  that  the  classifica- 
tion is  defective  or  that  the  pupils  have  been  promoted  to 
a  form  which  they  were  not  qualified  to  enter,  he  is  at 
liberty  to  readjust  the  classification  as  he  may  deem  expe- 
dient, and  the  classification  made  by  the  inspector  re- 

56 


COURSE  OP  STUDY  IN  PUBLIC  SCHOOLS. 


67 


mains  in  force  until  the  pupils  have  reached  the  required 
standard. 

The  course  of  study  for  public  schools  covers  a  period 
of  eleven  years,  three  years  of  which  are  usually  spent  in 
the  first  form  and  two  years  in  each  of  the  other  forms. 
The  course  includes  reading,  spelling,  writing,  arithmetic, 
grammar,  geography,  history  of  England  and  Canada, 
drawing,  physiology,  and  temperance.  Algebra,  geometry, 
botany,  and  physics  are  optional  subjects,  and  are  taken  in 
the  fifth  form,  when,  in  the  opinion  of  the  inspector  and 
the  trustees,  the  circumstances  of  the  school  will  permit 
of  their  being  taught  without  injury  to  the  other  classes. 
Physics  is  not  allowed  unless  a  proper  supply  of  apparatus 
has  been  provided  by  the  trustees.  Agriculture  may  be 
taught  in  any  rural  school,  providing  the  Board  of 
Trustees,  by  resolution,  require  it  to  be  placed  upon  the 
course  of  study. 

The  limit  of  a  pupil's  attainments  in  each  form  is  par- 
tially defined  by  the  regulations  and  partially  by  the  text- 
book authorized  by  the  department.  This  is  particularly 
true  of  the  course  in  reading,  which  consists  of  five  readers 
suitably  graduated  to  the  capacity  of  the  pupil  in  each 
form.  Spelling  and  language  lessons  expand  according 
to  the  age  and  attainments  of  the  pupils.  In  writing, 
blackboard  exercises  are  used  in  the  first  form.  In  the 
second  form  both  writing  and  drawing  are  systematically 
taught  in  a  graduated  series  of  copy  books  and  drawing 
books,  which  are  numbered  like  the  readers.  Geography, 
grammar,  and  composition  are  also  taught  orally  in  the 
first  and  second  forms ;  in  subsequent  forms  a  text-book 
is  used.  History,  except  incidentally,  as  suggested  by  the 
reading  lessons,  is  not  taken  up  by  the  aid  of  a  text-book 
until  the  fourth  form.    Physiology  and  temperance  are 


58 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


taught  in  the  first  three  forms  conversationally,  and  by 
the  aid  of  a  text-book  in  the  fourth  form.  Pupils  in  the 
first  form  are  expected  to  be  able  to  read  and  write  num- 
bers up  to  one  thousand,  and  to  be  expert  in  all  ordinary 
calculations  in  addition  and  subtraction.  In  the  second 
form  they  are  expected  to  read  and  write  numbers  up  to 
one  million,  with  the  addition  of  multiplication  and  divi- 
sion. Problems  involving  business  transactions  of  a  famil- 
iar kind  and  simple  exercises  in  mental  arithmetic  are 
also  required  in  both  forms.  In  the  third  form  the  exer- 
cises in  arithmetic  consist  of  bills  and  accounts,  elemen- 
tary reduction,  and  the  compound  rules;  in  the  fourth 
form,  of  multiples,  fractions,  percentage,  and  interest ;  in 
the  fifth  form,  more  difficult  exercises  in  the  subjects  of 
the  fourth  form  and  the  mensuration  of  surfaces. 

Within  the  limitations  mentioned  there  will  necessarily 
be  a  great  variety  of  standards.  To  define  a  course,  which 
theoretically  should  determine  the  attainments  of  pupils 
of  a  given  age  and  within  a  given  range,  is  comparatively 
an  easy  matter ;  but  whether  the  work  within  these  limi- 
tations will  be  of  a  high  educational  value  depends  entire- 
ly upon  the  teacher.  The  department  has,  however,  in 
its  instructions  to  teachers  and  inspectors  suggested  cer- 
tain lines  of  work  in  every  subject  for  the  direction  of  the 
teacher,  rather  as  warnings  against  bad  teaching  than  as 
arbitrary  standards  of  excellence.  The  following  outline 
indicates  the  scope  of  each  subject  in  the  public-school 
course  : 

Reading. — The  teacher  shall  adopt  the  phonic  method. 
Great  care  should  be  taken  in  analyzing  the  sounds  of 
which  every  word  is  composed.  A  new  word  should, 
Avhere  possible,  be  first  introduced  to  a  child's  notice 
through  the  real  object  which  it  represents.    In  teaching 


COURSE  OP  STUDY  IN  PUBLIC  SCHOOLS. 


59 


the  word  "  hat,"  the  object  "  hat "  should  be  before  the 
child.  Where  the  object  is  not  available,  a  picture  of  the 
object  should  be  drawn  upon  the  board  and  underneath 
the  name  of  the  object  written.  When  the  plionic  sounds 
of  one  word  are  iiiastered,  other  words  with  similar  pho- 
nics should  be  practised  upon — such  as  hat,  bat,  rat.  Strict 
attention  should  be  paid  to  articulation  and  enunciation, 
and  all  consonant  sounds  should  be  clearly  vocalized. 
Final  letters  should  never  be  obscured.  Small  sentences 
should  be  formed  with  every  word  as  soon  as  learned,  that 
pupils  might  understand  its  relation  to  other  words  in 
sentence-building.  Pupils  should  be  taught  to  read  with 
clearness  and  fluency,  the  standard  of  expression  both  as 
to  inflection  and  emphasis  being  that  of  ordinary  conver- 
sation. Every  new  word  in  the  lesson  should  be  fully  ex- 
plained by  the  teacher,  and  pupils  should  be  taught  to 
form  small  sentences  orally,  using  a  new  word  in  its  proper 
sense  and  properly  related  to  other  words  in  the  sentence. 
Every  reading  lesson  should  be  made  both  a  language 
lesson  and  a  lesson  in  literature.  Heading  should  be 
fluent,  natural,  and  agreeable.  Fluency  can  only  be  ob- 
tained when  the  pupil  has  been  so  thoroughly  drilled  in 
word  forms  as  to  be  able  to  recognise  every  word  the  mo- 
ment his  eye  rests  upon  it.  Where  this  is  not  done  there 
will  be  hesitation  and  a  strong  tendency  to  monotonous 
reading.  Pupils  should  bo  frequently  called  upon  to  read 
easy  lessons  which  they  have  thoroughly  mastered  in  order 
to  train  the  voice  to  respond  quickly  to  what  the  eye  ob- 
serves. Pupils  should  not  be  interrupted  in  their  reading 
to  correct  errors.  Natural  reading  is  the  expression  of 
the  written  characters  of  the  book  as  the  same  ideas  would 
be  expressed  in  conversation.  There  can  be  no  natural 
reading  unless  the  pupil  comprehenas  the  thought  to  be 


60 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


expressed.  Before  a  sentence,  therefore,  is  made  the  sub- 
ject of  a  reading  exercise,  the  teacher  should  see  that  the 
pupil  comprehends  its  meaning.  A  reading  lesson  to  be 
agreeable  should  be  correct  as  to  pitch,  emphasis,  and  ac- 
cent. To  secure  excellence  in  this  particular  the  teacher 
should  recall  the  instruction  received  in  the  training 
school.  Where  pupils  are  deficient  in  the  articulation 
of  any  particular  sound,  constant  drill  should  be  given  in 
the  words  containing  this  sound. 

Spelling. — Spelling  should  be  taught  from  dictation 
first  and  orally  afterward.  The  pupil  should  be  able  to 
spell  and  write  legibly  every  word  in  the  reading  book. 
In  addition  to  the  words  of  the  text-book,  the  pupils 
should  be  asked  to  spell  the  names  of  objects  in  the 
schoolroom.  To  excite  interest  in  spelling,  they  might 
be  asked  to  make  lists  of  all  the  animals  they  have  seen, 
or  of  all  the  trees  they  could  name,  or  of  all  their  class- 
mates, or  of  the  different  articles  of  food  they  use,  and  so 
on.  In  this  way  spelling  would  bear  a  more  vital  relation  to 
their  daily  life,  and  its  usefulness  would  be  more  apparent. 

Writing. — Writing  should  begin  with  reading.  The 
small  letters  should  be  taught  first.  The  pupil  should  be 
required  to  maintain  a  proper  position  at  his  desk,  to  hold 
his  pen  or  pencil  after  some  approved  form,  and  to  obtain 
as  early  as  possible  the  necessary  freedom  of  wrist  and  arm. 
No  careless  exercise  in  writing  should  pass  without  criti- 
cism. Copy  books  should  be  neatly  kept ;  undue  haste 
in  writing  should  be  restrained ;  legibility  and  neatness 
E^ould  characterize  every  exercise.  Careful  attention 
should  be  paid  to  the  connection  and  spacing  of  letters. 
For  correcting  errors  the  blackboard  should  be  freely 
used,  and  the  attention  of  the  pupil  frequently  directed 
to  the  headlines  in  the  authorized  copy  books. 


COURSE  OP  STUDY  IN  PUBLIC  SCHOOLS. 


61 


Language  Lessons. — Language  lessons,  as  here  defined, 
include  grammar  and  composition.  In  the  lower  forms 
these  exercises  are  mainly  oral.  Pupils  should  be  taught  to 
speak  with  reasonable  fluency.  It  might  be  necessary  some- 
times to  restrain  rather  than  to  stimulate  quickness  of  utter- 
ance. Statements  should,  except  where  it  would  appear 
pedantic,  be  complete  sentences  correct  as  to  syntax  and 
the  use  of  the  different  parts  of  speech.  Xew  words  that 
occur  in  the  reading  lessons  should  bo  used  for  sentence- 
building,  and  pupils  should  be  trained  to  write  summaries 
of  their  lesson  in  their  own  language.  At  latest,  in  the 
second  form,  they  should  be  required  to  give  an  account 
of  some  visit  they  have  paid  to  a  friend,  or  to  describe 
some  object  which  came  under  their  observation.  It  may 
be  desirable  in  some  cases,  by  way  of  suggesting  ideas,  to 
tell  them  a  short  story  and  ask  them  to  reproduce  it. 
Every  exercise  of  this  kind  should  be  carefully  criticised 
by  the  teacher  as  to  arrangement,  punctuation,  penman- 
ship, the  use  of  capital  letters,  etc.  As  the  pupil  advances 
these  exercises  may  be  made  more  difficult.  The  parts  of 
speech  should  be  taught  inductively — that  is,  from  the 
place  they  serve  in  language.  Formal  grammar  from  a 
text-book  might  be  used  to  supplement  the  oral  lessons ; 
similarly  with  errors  in  conversation.  The  teacher's  aim 
should  be  to  encourage  the  use  of  good  English,  to  dis- 
credit the  use  of  expressions  not  sanctioned  by  standard 
writers,  and  to  cultivate  accuracy,  conciseness,  and  clear- 
ness of  expression. 

Geography, — The  object  of  geography  is  to  learn  the 
position  of  different  parts  of  the  earth  in  relation  to  each 
other.  These  positions,  generally  speaking,  exist  under 
four  relations — north,  south,  east,  and  west.  The  first 
lessons  in  geography  should  be  to  teach  the  child  these 


i<  I 


III 


! 


G2 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


relations,  and  the  schoolhouse  should  be  to  him  the  cen- 
tral point  of  his  observation.  All  objects  in  the  school- 
room and  within  the  range  of  his  vision  outside  of  the 
schoolroom  should  be  taught  from  this  standpoint.  Simi- 
larly, the  geographical  terms  to  be  learned  first  are  those 
applicable  to  his  own  locality,  whatever  they  may  be,  such 
as  hill,  valley,  creek,  or  river ;  if  inland,  the  terms  should 
be  varied  so  that  geography  in  its  first  stage  may  be  an 
object  lesson.  Other  geographical  terms  might  be  learned 
by  artificially  producing  the  objects  themselves  in  the 
school  ground  or  on  a  sand  board.  Natural  phenomena, 
such  as  clouds,  rains,  snow,  winds,  etc.,  should  also  form 
the  subject  of  bisons  under  this  heading.  In  this  way  a 
preparation  for  map  geography  should  be  made  in  the 
first  form.  The  pupil  might  then  be  introduced  to  a 
map  of  the  world,  and,  having  become  familiar  with  land 
and  water,  would  soon  comprehend  the  relation  of  the 
continents  and  great  oceans  to  each  other.  The  animals 
and  plants  of  each  country,  the  occupations  of  the  people, 
the  adaptability  of  their  occupations  to  the  climate  and 
the  products  of  the  country,  the  direction  of  the  water 
course  and  why,  the  location  of  cities  and  why,  the  phe- 
nomena of  earthquakes  and  trade  winds  and  ocean  cur- 
rents should  be  considered.  The  course  prescribed  in  the 
public-school  geography  should  be  completed  at  the  end 
of  the  fourth  form,  but  no  text-book  should  be  introduced 
until  after  the  pupils  have  passed  through  the  second  form. 
The  text-book  in  advanced  geography  should  be  used  in 
the  fifth  form. 

History. — History  should  be  taught  incidentally  with 
the  reading  lessons  in  the  second  form,  and  conversation- 
ally. The  subject  should  be  presented  in  such  a  way  as 
to  excite  the  interest  of  pupils  to  further  inquiry  for  them- 


COURSE  OP  STUDY  IN  PUBLIC  SCHOOLS.       C3 


selves,  and  as  a  narrative  of  the  habits,  occupations,  amuse- 
ments, and  modes  of  living  of  the  people  described,  rather 
than  as  an  account  of  their  forms  of  government  and 
})olitical  institutions.  The  names  of  some  distinguished 
men  of  whom  the  pupils  may  have  heard  or  read  might  bo 
taken  as  a  cantre  around  which  the  events  of  their  time 
clustered,  or  the  achievements  of  such  men  in  defending 
their  country  or  improving  its  social  condition,  or  anec- 
dotes illustrating  great  events  in  history,  and  the  courage 
and  self-denial  of  men  who  had  served  the  ''ountry  at  their 
peril  might  bo  told,  and  the  patriotic  efforts  of  the  noted 
men  and  women  of  tho  past  cited  to  stir  up  a  similar  spirit 
in  the  minds  of  tho  pupils.  Special  attention  should  be 
paid  to  the  history  of  Canada — how  it  is  governed,  its  re- 
lations to  the  empire,  and  the  obligations  which  citizen- 
ship imposes  upon  every  Canadian  to  advance  its  pros- 
perity. The  authorized  text-book  in  history*  should  bo 
introduced  in  the  fourth  form. 

Drawing. — Drawing  should  be  taught  in  the  first  form 
from  the  blackboard.  In  the  other  four  forms  it  siiould  bo 
taught  by  a  series  of  graduated  exercise  books  and  models. 

Physiology  and  Temperance. — This  subject,  as  far  as 


Bi'i 


*  The  Public-School  History  compresses  in  two  hundred  pugcs 
the  [irincipal  events  of  English  and  Canadian  history  from  the  ear- 
liest time  down  to  the  present  day.  It  is  intended  as  a  guide  to  ihe 
teacher  with  respect  to  the  events  which  should  engage  his  atten- 
tion, lie  is  therefore  expected  to  draw  upon  his  wider  knowledge 
of  tho  subject  and  his  general  reading  for  such  material  as  may  be 
necessary  to  stimulate  the  interest  of  his  pupils.  A  text-book  in 
history  adapted  to  the  psychological  conditions  of  the  pupil  at  his 
age  would  be  too  large  and  too  expensive  for  convenient  use  in  a 
public  school.  In  tho  fifth  form  a  larger  text-b(»ok  is  required  in 
which  the  subject  of  English  and  Canadian  history  is  treated  in 
greater  detail. 


p 


64 


THE  SCIIOOE  SYSTEM  OP  ONTARIO. 


the  end  of  the  third  form,  should  be  taught  by  familiar 
conversations  with  the  pupils,  and  by  the  use  of  illustrated 
;;harts  and  blackboard  drawings.  The  object  of  this  course 
should  be  to  make  the  pupils  acquainted  vith  the  aififerent 
organs  of  the  human  body,  and  the  best  means  of  pre- 
serving the  healthy  action  of  these  organs.  The  danger- 
ous effects  of  stimulants  and  narcotics  should  be  impressed 
upon  the  pupil  by  showing  how  they  destroy  the  healthy 
action  of  the  nervous  system  and  the  stomach.  The  moral 
danger  consequent  upon  dissipation  should  also  be  pointed 
out.  The  text-book  in  this  subject  is  so  suggestive  as  to 
render  definite  instructions  to  the  teacher  unnecessary. 

Literature. — The  object  of  the  study  of  literature  is 
to  enable  the  pupil  to  apprehend  clearly  the  meaning  of 
such  reading  matter  as  may  be  placed  in  his  hands.  To 
this  end,  he  should  be  taught  to  substitute  for  words  or 
phrases  in  the  book,  words  of  his  own,  without  impairing 
the  sense  of  the  passage;  to  illustrate  and  show  the  ap- 
propriateness of  important  words  or  phrases ;  to  distin- 
guish between  synonyms  in  common  use;  to  paraphrase 
diflicult  passages  so  as  to  show  the  meaning  clearly;  to 
show  the  connections  of  the  thoughts  of  any  selected  pas- 
sage; to  explain  allusions;  to  write  explanatory  or  de- 
scriptive notes  on  proper  or  other  names;  to  show  that 
ho  has  studied  the  lessons  thoughtfully,  by  being  able  to 
give  an  intelligent  opinion  on  any  subject  treated  of  therein 
that  comes  within  the  range  of  his  experience  or  compre- 
hension ;  and  especially  to  show  that  he  has  entered  into 
the  spirit  of  the  passago  by  being  able  to  read  it  with  proper 
expression.  He  should  be  required  to  memorize  passages 
of  special  beauty  from  the  selections  prescribed,  and  to 
reproduce  in  his  own  words  the  substance  of  any  of  these 
selections  or  of  any  part  thereof.    He  should  also  obtain 


COURSE  OP  STUDY  IN  PUBLIC  SCHOOLS. 


65 


Bome  knowledge  of  the  authors  from  whose  works  these 
selections  have  been  made. 

Music. — Kindergarten  songs  should  be  taught  in  the 
first  form;  in  the  other  forma  rote  singing  and  musical 
notation.  Staff  notation  or  the  Tonic  Sol  Fa  system  may 
be  used  at  tlie  option  ot  the  teacher. 

Drill  and  Calinthenics. — The  different  extension  move- 
ments prescribed  in  the  authorized  text-book  on  the  sub- 
ject should  be  frequently  rxTuctised,  not  only  during  recess 
but  during  scliool  hcurs.  h\  addition,  the  boys  should  bo 
formed  into  companies  and  taught  the  usual  squad  and 
company  drill,  and  the  girls  should  bo  exercised  in  calis- 
thenics. Accuracy  and  promptness  should  characterize 
every  movement. 

Moral  and  Religiovs  Instruction. — No  course  of  moral 
instruction  is  prescribed.  The  teacher  should,  however,  by 
his  personal  example  and  by  instruction  as  well  as  by  the 
exercise  of  liis  authority,  imbue  every  pupil  with  rosj»ect 
for  those  moral  obligations  which  undorlic  a  well-formed 
character.  Itespect  for  those  in  authority  and  for  tlu^  aged, 
courtesy,  manliness,  reverence,  temperance,  truthfulness, 
honesty,  etc.,  can  best  be  inculcated  as  the  occasion  arises 
for  rofc'-'Mf;  to  them.  Tlie  rol'gious  exennses  of  the 
schooii  -^lioiMd  bo  conducted  witliout  haste  and  with  tho 
utriioHt  icverence  and  decorum.  Trustees  and  teachers  will 
be  guided  as  to  the  nature  nud  extent  of  religious  instruc- 
tion by  the  regulations  on  tliis  subject. 

Reviews  and  Recitations. — Every  Friday  forenoon 
should  be  devoted  to  a  review  of  the  week's  work,  and 
the  afternoon  to  exercises  tending  to  relieve  tlie  usual 
routine  of  the  schoolroom,  wliile  promoting  tlie  mental 
and  moral  culture  of  the  pupils.  The  teacher  should  en- 
courage the  pupils  to  prepare  dialogues,  readings,  recita- 
0 


vv 


THE  SCHOOL  SYSTEM  OP  ONIARIO. 


tions,  and  songs  for  the  FrJ.day  afternoon  school  sessions. 
He  should  also  choose  some  topic  for  a  familiar  lecture  or 
for  discussion,  or  read  some  literary  selections,  making 
such  comments  as  are  likely  to  promote  a  love  of  reading, 
and  quicken  the  interest  of  the  scholars  in  the  work  of  the 
Kchool.  Familiar  illustrations  in  elementary  science  should 
be  given.  The  girls  should  receive  suitable  instruction  in 
plain  sewing. 

Optional  Subjects. — The  course  of  study  in  the  first 
four  forms  m  obligatory.  No  pupil  can  be  excused  from 
ihe  study  of  any  subject  prescribed  for  his  form.  In  the 
fifth  form,  as  already  stated,  algebra,  physics,  and  botany 
are  optiorial,  and  may  be  omitted,  or  one  or  more  taken 
up  as  may  be  deemed  expedient  by  the  inspector  and  the 
trustees.  Physics  must  be  tjiught  experimentally  and  with 
suitable  apparatus.  Botany  must  be  taught  from  the 
actual  plants,  and  teachers  are  recommended  to  take  their 
l)npils  into  the  fields  for  ihe  purpose  of  observing  the 
habits  of  plants,  and  for  collecting  their  own  specimens. 
The  following  is  the  outline  of  the  course  in  tlie  optional 
subjects  prescribed  by  tiie  Education  Department: 

Algebra :  Elementary  rules ;  factoring  ;  greatest  com- 
mon measure;  least  common  multiple;  simple  equations 
of  one  unknown  quantity;  simple  problems. 

Physics ;  An  experimental  course  defined  as  follows : 
{a)  Properties  of  matter :  Sensations  and  things ;  causes 
and  effects ;  absence  of  chance  in  the  order  of  Nature ; 
matter;  t!ie  molecule;  constitution  of  matter;  physical 
and  chemical  changes ;  inertia ;  force ;  energy ;  phenomena 
of  attraction ;  coliesion  ;  compressibility ;  elasticity,  etc. 
(//)  Sound  :  Vibrations  and  waves;  production  and  proi)a- 
gatiou  of  sound  waves ;  velocity ;  reflection  ;  echoes ;  re- 
fraction; intensity;  pitch;  difference  between  noise  and 


COURSE  OP  STUDY  IN   PUBLIC  SCHOOLS. 


67 


music,  (c)  Light :  Propagation ;  reflection ;  images  formed 
by  plane  and  splu^rical  mirrors ;  refraction ;  lenses ;  dis- 
persion ;  selective  absorption ;  Cv^lour.  (d)  Electricity :  Vol- 
taic cells;  polarization;  heating,  luminous,  chemical,  and 
magnetic  effects,  produced  by  the  electric  current;  th  ' 
electric  bell,  the  telegraph,  the  telephone,  the  electric 
light;  magnetism. 

Botany :  The  practical  study  <»f  representatives  of  the 
following  natural  ord'.»rs  of  iioweri ug  plants :  llanuncu- 
laceoB,  Cruciferae,  Malvacea3,  Leguininosse,  llosaceatj,  Sapin- 
dacesB,  Umbelliferie,  Composita',  Labiataj,  Cupulifene, 
Araceie,  Liliace.Te,  Iridacea?,  Conifera?,  and  Gramineae.  A 
knowledge  of  structure  obtained  with  the  use  of  the  micro- 
scope. Attention  to  drawing  and  description  of  plants 
supplied,  and  to  the  classification  of  these.  Comparison 
of  different  organs,  morphology  of  root,  stem,  leaves,  and 
hairs,  parts  of  the  flowers,  reproduction  of  flowering 
plr  its,  pollination,  fertilizatioi;,  and  the  nature  of  fruits 
and  seeds. 

IJual  Lanyiinges. — Although  the  population  of  the 
province  of  Ontario  is  chiefly  composed  of  English-speak- 
ing people,  there  are  certain  settlements  in  which  the 
French  atul  Ciorman  languages  prevail  to  such  an  extent 
that  numy  children  of  scliool  age  are  unable  to  speak  tho 
English  language  when  tlrst  admitted  to  school.  Tho 
mitional  preferences  of  their  parents  naturally  lead  them, 
in  such  cases,  to  prefer  teachers  who  can  speak  their  own 
language.  The  effect  of  tl.is  was  that  children  of  French 
aiul  (ierman  parentage  often  grew  up  without  an  adequate 
knowledge  of  English,  either  spoken  or  written.  To  pre- 
vent tho  disadvantages  in  an  English-speaking  province 
arising  from  this  condition  of  things,  tho  Education  De- 
partment provided  a  series  of  readers  so  prepared  that 


-  'i 

m 


68 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


the  pupil,  whose  native  language  was  French  or  German, 
would  find  the  lesson  for  the  day  in  the  French  or  German 
language  on  one  page  and  the  same  lesson  in  English  on 
the  opposite  page  and  by  this  means  his  native  language 
was  made  to  assist  him  in  acquiring  a  language  of  which 
he  had  no  knowledge.  These  readers  are  called  French- 
English  or  German-English,  according  as  they  are  adapted 
to  the  French  or  the  German  language,  and  their  use  has 
produced  very  satisfactory  results. 

In  order,  however,  that  the  teachers  whose  native  lan- 
guage was  French  or  German,  and  many  of  whom  were 
unable  to  pass  the  examination  required  of  the  ordinary 
teacher,  might  be  fitted  professionally  for  their  duties,  the 
Education  Department  established  two  training  schools  in 
the  French  counties  on  the  principle  of  the  county  model 
school.  These  schools  are  under  a  competent  principal, 
familiar  with  both  languages.  The  course  of  study  is  the 
same  as  that  required  for  other  teachers,  but  the  standard 
of  examination  is  not  quite  so  high.  The  examination  of 
the  candidates  is  conducted  in  English,  but  an  additional 
paper  is  required  in  French  composition  and  grammar. 
These  schools  receive  special  aid  from  the  provincial 
treasurv. 

As  there  was  a  tendency  in  some  parts  of  the  province, 
particularly  in  French  settlements,  to  ignore  the  use  of 
English  in  the  public  schools,  the  Education  Department 
by  regulation  prescribed  that  every  exercise  and  recitation 
from  the  English  text-books,  used  in  public  schools,  should 
be  conducted  in  the  English  language.  Recitations  in 
French  or  German  might,  however,  be  taken  in  the  lan- 
guage of  the  text-book.  It  was  also  provided  that  all 
communication  between  teacher  and  pupil  in  regard  to 
matters  of  discipline,  and  in  the  management  of  the  school, 


i 


COURSE  OF  STUDY  IN  PUBLIC  SCHOOLS.         69 

should  be  in  English,  except  so  far  as  this  is  impracticable, 
by  reason  of  the  pupil  not  understanding  English.  The 
dual  language  text-books  are  to  be  used  only  where  the 
pupil's  knowledge  of  English  is  insufficient  for  the  use  of 
the  English  text-book.  Where  the  parents  or  guardians 
require  the  French  or  German  language  to  be  taught  to 
their  children,  the  trustees,  with  the  concurrence  of  the 
inspector,  are  authorized  to  see  that  instruction  is  given 
in  reading,  grammar,  and  composition  in  the  language  of 
such  parents  or  guardians. 


m 


I 

i 


CHAPTER  V. 

TEACHERS  AND  THEIR  QUALIFICATIONS. 

Teachers  of  public  schools  are  divided  into  three 
classes,  according  to  their  literary  and  professional  attain- 
ments. Those  who  obtain  the  highest  rank  awarded  by 
the  department  are  called  first-class  teachers,  and  the 
others  second-  and  third-clasj  teachers  respectively. 

Before  any  person  can  te  admitted  to  the  teaching 
profession  ho  must  bo  a  subject  of  her  Majesty,  and  at 
least  eighteen  years  of  age ;  he  must  also  furnish  satisfac- 
tory proof  of  good  moral  character ;  and  have  passed  the 
examinations  proscribed  by  tiie  Education  Department. 

The  regulations  respecting  the  qualifications,  courses 
of  study,  and  examiiuitions  of  male  and  female  teachers 
are  identical.  Certificates  of  the  first  and  second  class  are 
valid  during  good  behaviour;  certificates  of  the  third 
class  are  valid  for  a  period  of  three  years  only ;  but  every 
certificate,  whether  of  the  first,  second,  or  third  class,  is 
valid  in  the  whole  province.  In  certain  counties  where 
the  settlements  are  sparse,  and  the  facilities  for  training 
teachers  somewhat  limited,  certificates  may  be  granted  by 
a  local  Board  of  Examiners  for  a  period  of  from  one  to 
three  years,  valid  in  the  district  only.  Temporary  cer- 
tificates, in  the  case  of  an  emergency,  such  as  sickness, 
or  where  there  is  a  scarcity  of  teachers,  may  be  given 
by  the  inspector  until  the  next  departmental  oxamina- 

70 


TEACHERS  AND  THEIR  QUALIFICATIONS.        71 


tion.  Similarly,  the  term  of  a  third-class  certificate  may 
be  extended  beyond  the  three  years  for  which  it  is  ordi- 
narily valid,  but  no  such  extension  shall  be  granted  unless 
it  is  shown  that  the  trustees  have  exercised  due  dili- 
gence, by  advertisement  or  otherwise,  to  obtain  a  qualified 
teacher.  The  object  of  this  regulation  is  to  protect  teach- 
ers possessing  the  energy  to  qualify  themselves  as  required 
by  the  dep-irtment  from  being  displaced  by  adventurers  of 
inferior  qualifications.  The  consent  of  the  Minister  of 
Education  is  necessary  for  the  issue  of  temporary  or  ex- 
tended certificates. 

The  certificate  of  any  teacher  guilty  of  immorality,  or 
found  by  the  inspector  to  be  incapable  or  inefficient,  or 
who  knowingly  violates  the  School  Act  or  the  regulations 
of  the  Education  Department,  may  be  suspended  by  the 
inspector.  Notice  of  such  suspension  shall  be  given  in 
writing  to  the  trustees  concerned,  and  to  the  teacher,  with 
a  statement  of  the  reason  for  such  suspension.  The  Board 
of  Examiners  for  the  district,  of  which  the  inspector  is  a 
member,  are  by  statute  authorized  to  consider  all  cases  of 
suspension,  and  to  decide  as  to  the  merits  of  each  case.  If 
the  suspension  is  confirmed,  the  teaclier's  agreement  with 
his  trustees  is  vacated,  and  he  is  disqualified  for  engaging 
in  another  school  until  the  suspension  is  removed.  A 
teacher  who  enters  into  an  agreement  with  a  Board  of 
Trustees,  and  wilfully  neglects  to  carry  out  his  agreement, 
is  liable  to  the  suspension  of  his  certificate  by  the  in- 
spector under  whose  jurisdiction  he  may  be  for  the  time 
being. 

Qunlificntions  of  Teachers. — There  is  no  special  pro- 
vision for  the  literary  training  of  public-school  teachers  in 
the  province  of  Ontario.  The  course  of  study  prescribed 
in  public  and  high  schools  is  delimited  in  different  forms 


I 


72 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


! 


in  snch  a  manner  that  candidates  for  teachers*  certificates 
maj,  by  taking  the  course  of  a  particular  form,  pass  the 
examinations  which  qualify  them  for  whatever  grade  of 
certificate  they  desire.  For  instance,  the  course  of  study 
in,  the  fifth  form  of  the  public  school,  or  the  second  form 
of  the  high  school,  qualifies  for  the  literary  basis  of  a 
third-class  certificate,  and  the  courses  in  the  third  and 
fourth  forms  of  the  high  school  qualify  for  the  literary 
basis  of  a  second-  and  a  first-class  certificate  respectively. 
It  must  be  remembered,  however,  that  the  nonprofes- 
sional work  for  a  teacher's  certificate  is,  by  the  regula- 
tions of  the  Education  Department,  entirely  distinct 
from  the  professional  course  of  training,  without  which 
there  is  no  admission  to  the  teaching  profession  at  any 
stage.  The  object  of  the  department  is  to  use  the  ma- 
chinery of  the  public  and  high  schools  for  the  education 
of  teachers  as  well  as  for  the  general  education  of  the 
people.  The  nonprofessional  work,  which  is  done  in 
normal  schools  in  the  United  States  and  Great  Britain, 
is  done  partially  by  the  public  schools,  but  mainly  by  the 
high  schools  and  collegiate  iiatitutes  in  Ontario.  In 
this  way  the  duplication  of  courses  is  avoided,  and  the 
public  treasury  is  relieved  of  what  would  be  a  very  heavy 
charge,  if  the  attempt  was  made  to  establish  a  sufficient 
number  of  normal  schools  to  keep  up  the  needful  supply 
of  teachers.  So  long  as  the  department  controls,  as  it 
does  control,  the  examinations  by  which  the  literary  at- 
tainments of  the  pupils  at  high  schools  and  collegiate 
institutes  are  tested,  it  is  considered  as  of  little  conse- 
quence by  whom  their  teachers  are  appointed  or  paid. 
Indeed,  so  far  has  this  principle  been  ingrafted  upon  the 
system  that  undergraduates  in  the  university,  at  certain 
stages  of  their  university  course,  are  regarded  as  having 


I  ill 


TEACHERS  AND  TllElR  QUALIFICATIONS.         73 


attained  to  the  literary  standards  required  by  the  depart- 
ment without  any  other  examination  tlian  that  passed  by 
the  university  authorities. 

What  tlie  department  wants  in  the  teacher  is  accuracy 
of  knowledge  and  breadth  of  culture.  If  the  standards  of 
the  university  satisfy  these  requirements,  as  tliey  invari- 
ably  do,  there  is  no  loss  but  rather  substantial  gain  to 
the  public  in  recognising  such  standards  as  the  literary 
basis  for  teachers  in  public  schools.  T4ie  reguhitiona 
therefore  provide  that  the  standing  of  the  second,  third, 
or  fourth  year  in  arts  after  a  regular  course  in  any  char- 
tered  university  in  the  British  dominions  shall  bo  ac- 
cepted in  the  Education  Department  in  lieu  of  the  literary 
standing  required  for  third-,  second-,  and  first-class  teach- 
ers respectively. 

Subjects  of  Third- Class  ^S'/rtw^/iw/jr.— Candidafcs  for  the 
literary  standing  required  of  third-class  teachers  are  ex- 
amined in  the  following  subjects — viz.,  reading,  writing, 
drawing,  bookkeeping,  English  grammar  and  rhetoric, 
English  composition,  English  literature,  history  of  Great 
Britain  and  Canada,  geography,  botany  and  physics,  arith- 
metic and  mensuration,  algebra  and  geometry. 

In  reading  and  writing  no  arbitrary  standard  can  be 
fixed,  the  degree  of  excellence  depending  entirely  upon 
the  judgment  and  appreciation  of  the  examiner. 

In  English  grammar  and  rhetoric  candidates  are  ex- 
amined as  to  etymology  and  syntax,  including  the  inflec- 
tion, classification,  and  elementary  analysis  of  words,  and 
the  logical  and  rhetorical  structure  of  the  sentence  and 
paragraph,  with  exercises  chiefly  on  passages  from  authors 
not  prescribed  in  the  course  of  study. 

In  English  poetical  literature  candidates  are  expected 
to  possess  an  intelligent  and  appreciative  comprehension 


I 


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T4 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


I 


of  tho  prescribed  texts,  and  to  memorize  the  finest  pas- 
sagos  of  poetry  whicli  these  texts  contain.  The  texts 
selected  for  special  study  are  taken  from  the  reader  used 
in  the  form,  and  include  selections  from  tho  best  English 
and  American  poets.  These  texts  are  changed  every  year, 
for  the  purpose  of  widening  the  acquaintance  of  the  can- 
didates with  the  best  literature  of  the  day. 

In  composition  tho  examination  consists  of  an  essay  on 
gome  familiar  subject.  In  order  to  pass  in  composition, 
legible  writing,  correct  spelling  and  ])unetuation,  and  tho 
proper  construction  of  sentences  are  indispensable.  The 
candidate  is  also  required  to  give  attention  to  the  structure 
of  tho  essay,  to  the  effective  ordering  of  tho  thought,  and 
to  the  accurate  employment  of  a  good  English  vocabulary. 
Tho  essay  is  not  to  exceed  three  pages  of  foolscaj)  in 
lengtli,  while  quality,  not  quantity,  is  the  main  consid- 
eration. 

In  history  tho  examination  consists  of  a  general  knowl- 
edge of  the  outlines  of  Canadian  and  British  history. 

In  geography  the  candidate  is  expected  to  have  studied 
the  j)hysical  features  of  the  earth,  its  natural  products  and 
inhabitants,  the  occupations  of  the  people,  and  the  rela- 
tions of  physical  conditions  to  the  animal  and  vegetable 
world ;  transcontinental  commercial  highways,  and  their 
relations  to  centres  of  population ;  internal  commercial 
highways  of  Canada,  and  tho  chief  internal  commercial 
liigh ways  of  tho  United  States;  the  commercial  relations 
of  (Jreat  Hritain  and  her  colonies;  forms  of  government 
in  tho  countries  of  the  world,  and  their  relation  to  civili- 
zation ;  a  general  knowledge  of  mathematical  geography, 
Buch  as  the  form,  size,  and  motions  of  the  earth ;  its  rela- 
tions to  tho  sun,  light,  temperature,  etc. 

In  botany  tho  students  arc  examined  with  regard  to 


TEACHERS  AND  THEIR  (iUALI.VRATIOXS.        75 


to 


the  different  orders  of  flowering  plantii  iisuuUy  found  in 
the  locality — the  orders  on  which  they  arc  examined  being 
set  forth  in  detail  in  their  course  of  study.  The  exaniiiui- 
tion  consists  of  a  drawing  and  description  of  the  plants 
submitted  by  the  examiner,  and  a  comparison  of  their 
different  organs,  such  as  root,  stem,  leaves,  and  flowers, 
including  fertilization  and  the  nature  of  fruits  and  seeds. 

In  physics  tlie  course  of  study  covers  such  subjects  as 
the  phenomena  of  gravitation,  the  laws  of  attraction,  spe- 
cific gravity ;  the  meaning  of  force,  work,  energy ;  proper- 
ties and  laws  of  gases,  liquids  and  solids,  and  the  elemen- 
tary laws  of  heat. 

In  arithmetic  and  mensuration  the  examination  is  lim- 
ited to  fractions,  commercial  arithmetic  and  mensuration 
of  rectilinear  figures — the  circle,  sphere,  cylinder,  and 
cone. 

In  algebra  the  examination  is  limited  to  the  ele- 
mentary rules,  highest  common  measure,  lowest  common 
multiple,  equations  of  one,  two,  and  three  unknown  quan- 
tities and  simple  problems,  and  in  geometry  the  first  book 
of  Euclid  with  easy  deductions. 

Subjects  of  Second-Class  Stnndhuj. — Candidates  for 
second-class  standing  are  examined  in  the  same  subjects 
as  those  prescribed  for  third-class  standing.  The  papers 
in  geography  and  English  are  more  comprehensive,  and 
consequently  more  difficult. 

To  the  English  and  Canadian  history  required  for 
third-class  standing  are  added  outlines  of  Uoman  history 
to  the  death  of  Augustus,  and  of  Greek  history  to  tlio 
battle  of  Chieronea. 

To  the  algebra  are  added  square  root,  indices,  surds, 
quadratics  of  one  and  two  unknown  quantities;  and  to 
Euclid,  Books  II  and  III. 


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76 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


Candidates  for  second-class  standing  are  also  required 
to  take  Latin  and  Greek  and  one  modern  language,  or 
Latin  and  two  modern  languages  and  chemistry,  or  Latin 
and  one  modern  language  and  a  full  science  course.  Put- 
ting the  course  for  second-class  standing  more  simply, 
every  candidate  must  take  Latin  and  French  and  Greek, 
or,  if  he  prefer,  he  may  take  Latin,  German,  and  Greek ; 
or  Latin,  French,  German,  and  chemistry;  or  Latin, 
French,  physics,  chemistry,  and  botany;  or  Latin,  Ger- 
man, physics,  chemistry,  and  botany.  The  theory  of  the 
course  is  that  Latin  is  the  basis  of  a  good  English  educa- 
tion; but,  in  order  to  secure  flexibility  and  breadth  of 
culture,  the  candidate  may  follow  his  preference  for  lan- 
guage or  for  science,  according  to  the  limitations  above 
mentioned. 

The  examination  in  classics  consists  of  translation  from 
and  into  English  of  passages  from  the  prescribed  texts, 
translation  at  sight,  and  questions  in  grammar  from  the 
prescribed  texts. 

Subjects  of  First-Class  Standing. — Candidates  who 
write  on  the  subjects  required  for  first-class  standing  are 
assumed  to  have  already  passed  the  examination  required 
for  second-class  standing,  with  the  exception  of  English 
composition,  English  literature,  algebra,  and  geometry. 
When  they  enter  upon  the  preparation  of  the  work  re- 
quired for  first-class  standing,  they  are  free  to  give  their 
whole  attention  to  the  courses  of  study  required  for  this 
examination. 

In  English  literature  the  texts  are  similar  to  those  pre- 
scribed for  matriculation  into  the  universitv,  and  consist 
of  complete  poems  from  the  best  English  and  American 
writers ;  for  instance,  The  Ancient  Mariner,  from  Cole- 
ridge; Evangeline,  from  Longfellow;  The  Merchant  of 


TEACHERS  AND  THEIR  QUALIFICATIONS.         77 


of 


Venice  and  Richard  II,  from  Shakespeare ;  several  poems 
and  sonnets  from  Wordsworth,  and  a  few  selections  from 
Campbell.  The  selections  named  do  not  include  all  that 
are  required  to  be  studied,  but  are  simply  given  by  way 
of  illustration. 

To  the  algebra  required  for  second-class  standing  are 
added  the  theory  of  divisors,  ratio,  proportion  and  varia- 
tion, progression,  notation,  permutation  and  combinations, 
binominal  theorem,  interest  forms  and  annuities. 

To  geometry  are  added  the  fourth  and  sixth  books  of 
Euclid,  and  the  definitions  of  Book  V,  and  a  short  course 
in  trigonometry.  Biology  is  added  to  the  science  course. 
The  classical  and  modern  language  courses  are  propor- 
tionately more  difficult. 

Specialists'  Certificates. — In  view  of  the  desire  for  pre- 
eminence in  the  higher  departments  of  education,  pro- 
vision is  made  for  those  who  desire  to  give  special  at- 
tention to  some  department  of  study.  The  Education 
Department  makes  no  provision  for  examinations  of  this 
kind,  but  accepts  the  honours  which  candidates  may  ob- 
tain at  a  university  as  evidence  of  their  required  qualifica- 
tion. Specialist  certificates  are  awarded,  therefore,  to  any 
person  obtaining  honours  at  a  university  in  the  province 
of  Ontario  in  English  and  history,  or  in  mathematics,  or 
in  classics,  or  in  French  and  German,  or  in  science.  As 
the  courses  in  the  different  universities  vary  somewhat, 
the  Education  Department,  in  order  to  secure  uniformity 
in  its  standards,  requires  a  candidate  for  a  specialist  certifi- 
cate to  submit  to  the  department  the  papers  on  which  he 
wrote,  a  confidential  statement  from  the  registrar  of  the 
university  of  the  marks  obtained  on  each  paper,  and  s\ich 
other  marks  as  may  have  been  awarded  at  any  oral  or 
practical  examination  in  the  subjects  of  his  course.    The 


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■■■I 


mmmmmmm 


78 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


department  reserves  to  itself  the  right  to  adjust  the  re- 
sults to  the  departmental  standard  adopted  for  a  specialist 
certificate. 

A  specialist  certificate  is  also  given  to  those  who  take 
an  extended  course  in  bookkeeping,  covering  such  sub- 
jects as  single  and  double  entry,  warehousing,  steamboat- 
ing,  municipal  bookkeeping,  commission  business,  joint- 
stock  companies,  etc. ;  commercial  arithmetic,  including 
interest,  sinking  funds,  annuity  tables,  stocks,  exchange, 
etc. ;  banking,  including  the  business  of  banks  in  all  its 
variations,  and  the  laws  of  business  as  applied  to  con- 
tracts, chattel  mortgages,  corporations,  telegraphs,  patents, 
etc. ;  stenography  and  business  correspondence. 

Preparation  of  Examination  Papers. — The  literary 
examinations  of  candidates  for  the  thre3  grades  of  cer- 
tificates already  referred  to  are  based  upon  examination 
papers  prepared  under  the  direction  of  the  Education  De- 
partment. By  arrangement  with  the  Senate  of  the  Pro- 
vincial University,  a  Board  of  Examiners  is  constituted 
for  the  whole  province,  four  being  appointed  by  the  Sen- 
ate and  four  by  the  Department  of  Education.  This  board 
is  called  a  Joint  Board  of  Examiners.  Their  duties  are 
twofold  :  first,  to  select  suitable  persons  to  prepare  exami- 
nation papers ;  and,  secondly,  to  appoint  suitable  persons 
to  read  the  answers  of  the  candidates.  As  the  literary 
standing  of  first-  and  second-class  teachers  corresponds 
with  the  qualifications  required  for  senior  and  junior  ma- 
triculations respectively,  the  university  is,  by  this  arrange- 
ment with  the  department,  enabled  to  dispense  with  its 
own  matriculation  examination.  Through  its  representa- 
tives on  the  joint  board  it  has  all  the  control  necessary  to 
maintain  its  own  literary  standards.  The  cost  of  an  extra 
examination  is  also  saved,  as  well  as  the  time  of  candi- 


TEACHERS  AND  THEIR  QUALIFICATIONS.        79 


dates  who  might  desire  the  twofold  advantage  of  matricu- 
lation and  the  literary  standing  of  a  teacher.  Experience 
has  shown  that  many  who  qualify  themselves  to  teach  a 
public  school,  finding  that  the  same  qualification  admits 
them  to  the  universitv,  are  led  afterward  to  take  a  uni- 
versity  course. 

In  constituting  the  Committee  of  Examiners  for  pre- 
paring papers,  the  joint  board  is  instructed  to  select  such 
committee  from  persons  qualified  by  experience  as  teach- 
ers either  in  a  university  or  high  school.  The  idea  under- 
lying this  instruction  is  that  persons  who  have  taught  a 
subject  are  the  best  qualified  to  prepare  suitable  tests  for 
those  who  are  to  be  examined  upon  it.  A  similar  limita- 
tion is  imposed  upon  the  joint  board  in  selecting  a  com- 
mittee to  read  the  examination  papers,  with  this  additional 
restriction,  that  such  committee  must  be  selected  from 
persons  who  hold  a  degree  in  arts  from  some  university  in 
the  British  dominions,  and  who  are  actually  engaged  in 
teaching.  The  theory  of  this  instruction  is  that  the  per- 
son engaged  in  teaching  a  subject  is  familiar  with  the 
most  modern  and  most  approved  methods  of  dealing  with 
it.  His  knowledge  of  the  subject  itself  Is  also  likely  to 
be  more  accurate,  and  justice  is  therefore  more  likely  to 
be  done  to  the  candidate.  The  committee  charged  with 
the  preparation  of  the  examination  papers  consists  of  at 
least  one  person  specially  skilled  in  the  subject.  If  not 
an  honour  man  of  his  university,  he  must  have  been  a 
teacher  of  recognised  merit  in  his  department. 

The  procedure  in  preparing  examination  papers  is 
briefly  as  follows : 

The  joint  board,  at  a  meeting  usually  held  six  months 
before  the  date  of  the  examination,  meets  and  selects  from 
among  the  professors  and  lecturers  of  the  different  uni- 


'-i 


80 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


^ 


! 


II 


versities  of  the  province,  and  such  other  persons  as  ac- 
quired distinction  as  high-school  teachers,  the  requisite 
number  of  persons  to  constitute  a  committee  for  the 
preparation  of  examination  papers.  Within  a  month  or 
six  weeks  thereafter,  each  member  of  the  committee  ap- 
pointed to  prepare  a  paper  transmits  a  manuscript  copy 
thereof  confidentially  to  the  Minister  of  Education.  This 
manuscript  is  placed  in  the  hands  of  a  confidential  printer 
employed  by  the  department,  whose  office  is  in  the  de- 
partmental buildings.  When  the  different  papers  are  in 
type,  proofs  are  sent  to  the  various  members  of  the  com- 
mittee for  consideration.  A  meeting  of  the  committee  is 
then  called,  and  each  paper  is  submitted  to  the  judgment 
of  the  whole  committee.  Although  the  responsibility  of 
preparing  a  suitable  paper  primarily  rests  on  the  member 
of  the  committee  appointed  for  that  purpose,  yet,  by  the 
rules  of  the  joint  board,  approved  by  the  department,  the 
whole  committee  is  held  responsible  for  every  paper  finally 
passed.  The  papers,  having  been  approved  by  the  com- 
mittee, are  initialled  by  the  chairman  and  then  returned 
to  the  confidential  printer,  and  are  ready  to  be  struck  off. 
While  the  joint  board  is  responsible  for  the  personnel  of 
the  committee,  it  has  no  responsibility  with  regard  to  the 
character  of  the  examination  papers.  This  rests  entirely 
on  the  persons  appointed  for  that  purpose ;  and,  in  order 
to  increase  the  sense  of  that  responsibility,  the  name  of 
the  person  or  persons  who  prepared  the  paper  appears  on 
the  face  of  it. 

Mode  of  Conducting  the  Examinations. — Candidates 
who  propose  to  write  for  matriculation  into  the  university 
or  for  a  teacher's  certificate  of  any  grade  are  required  to 
notify  the  public-school  inspector  of  the  district  in  which 
they  reside,  not  later  than  the  24th  day  of  May  immedi- 


TEACHERS  AND  THEIR  QUALIFICATIONS.        81 


ately  preceding.  As  a  matter  of  public  convenience  this 
examination  is  held  at  the  beginning  of  the  summer  holi- 
days. Every  high  school  and  collegiate  institute  is  an 
examination  centre,  but  examinations  may  be  held,  with 
the  approval  of  the  department,  at  other  places.  In  noti- 
fying the  inspector  of  their  intention  to  come  up  for  ex- 
amination, the  candidates  intimate  the  class  of  certificate 
for  which  they  propose  to  write,  and  the  optional  subjects, 
if  any,  which  they  desire  to  take,  at  the  same  time  trans- 
mitting to  the  inspector  an  examination  fee  of  five  dollars, 
if  it  is  proposed  to  take  a  full  examination,  or  a  smaller 
fee  for  a  partial  examination.  When  the  time  for  receiv- 
ing notices  expires,  the  inspector  makes  a  list  of  the  ap- 
plicants on  the  form  prescribed  and  transmits  the  same, 
with  the  fees,  to  the  Minister  of  Education.  These  lists 
are  entered  in  the  office  of  the  registrar  of  the  department, 
and  a  number  is  assigned  to  each  candidate.  The  public- 
school  inspector  for  the  district  presides  at  the  examina- 
tion, but  where,  from  the  number  of  candidates,  more 
rooms  than  one  are  required,  additional  presiding  exam- 
iners may  be  appointed  with  the  approval  of  the  Educa- 
tion Department,  preference  being  given  for  this  duty  to 
members  of  the  teaching  profession. 

Where  the  inspector  does  not  consider  himself  com- 
petent to  select  the  plants  for  the  examination  in  botany, 
the  Minister  of  Education  appoints  some  suitable  person 
for  this  purpose.  The  specimens  for  the  examination  in 
zoology  are  sent  directly  to  the  presiding  examiner  from 
the  Education  Department. 

When  the  candidates  for  examination  assemble,  places 
are  allotted  to  them  at  least  five  feet  apart,  and  all  charts 
or  maps  having  reference  to  the  subjects  of  examination 
are  removed  from  the  room.    A  diagram  of  the  room 

r 


m 


l:  W 


82 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


la 


showing  the  position  occupied  by  each  candidate  during 
the  examination  is  transmitted  to  the  department  with 
the  examination  papers,  in  order  to  facilitate  the  detec- 
tion of  candidates  who  may  be  suspected  of  copying. 

During  the  examination  no  person  except  the  presid- 
ing examiner  is  allowed  to  be  present  in  the  room  in  which 
the  candidates  are  writing.  The  candidates  are  furnished 
by  the  presiding  examiner  with  the  necessary  stationery 
and  writing  supplies,  and  with  envelopes  in  which  they 
are  to  place  their  answer  papers  at  the  close  of  the  exami- 
nation in  each  subject.  The  presiding  examiner  is  di- 
rected as  to  the  time  to  be  allowed  for  each  subject  by  a 
time  table  prepared  by  the  Education  Department. 

Duties  of  Candidates. — Before  distributing  the  exami- 
nation papers  the  presiding  examiner  reads  the  instruc- 
tions of  the  department  with  respect  to  the  duties  of 
candidates,  which  are  as  follows : 

1.  Each  candidate  shall  satisfy  the  presiding  examiner 
as  to  his  personal  identity  before  the  commencement  of 
the  second  day^s  examination,  and  any  person  detected  in 
attempting  to  personate  a  candidate  shall  be  reported  to 
the  department. 

2.  Candidates  shall  be  in  their  allotted  places  before 
the  hour  appointed  for  the  commencement  of  the  exami- 
nation. If  a  candidate  be  not  present  till  after  the  ap- 
pointed time,  he  shall  not  be  allowed  any  additional  time. 
No  candidate  shall  be  permitted,  on  any  pretence  what- 
ever, to  enter  the  room  after  the  expiration  of  an  hour 
from  the  commencement  of  the  examination. 

3.  No  candidate  shall  leave  the  room  within  one  hoiir 
after  the  distribution  of  the  examination  papers  in  any 
subject ;  and  if  he  leave,  then  he  shall  not  be  permitted  to 
return  during  the  examination  on  such  subject. 


TEACHERS  AND  THEIR  QUALIFICATIONS.        83 

4.  Every  candidate  shall  conduct  himself  in  strict  ac- 
cordance with  the  regulations.  Should  he  give  or  receive 
any  aid  or  extraneous  assistance  of  any  kind>  in  answering 
the  examination  questions,  or  if  he  leaves  his  answers  ex- 
posed so  that  any  candidate  may  copy  from  him,  he  will 
forfeit  any  certificate  he  may  have  obtained.  Should  such 
candidate  have  failed  at  the  examination,  he  shall  be  de- 
barred for  two  years  from  writing  at  any  departmental 
examination. 

5.  Every  candidate  shall  write  the  subject  of  examina- 
tion very  distinctly  at  the  top  of  each  page  of  his  answer 
papers,  in  the  middle.  If  a  candidate  writes  his  name  or 
initials,  or  any  distinguishing  sign  or  mark  on  his  answer 
papers  by  which  his  identity  may  be  disclosed,  they  will 
be  cancelled. 

6.  Candidates,  in  preparing  their  answers,  shall  write 
on  one  side  only  of  each  sheet,  and  shall  mark  the  sheets 
in  each  subject  in  the  order  of  the  questions,  as  1st,  2d, 
3d,  etc. ;  and  on  the  last  sheet  shall  write  distinctly  the 
total  number  of  sheets  inclosed  in  the  envelope,  fold  them 
once  across,  place  them  in  the  envelope  provided  by  the 
department,  write  on  the  outside  of  the  envelope  the  sub- 
ject of  examination  only,  and  on  the  slip  provided,  his 
name  in  full  (surname  preceding),  and  then  securely 
fasten  the  slip  to  the  envelope,  as  instructed  by  the  pre- 
siding examiner. 

Duties  of  Presiding  Examiners. — Having  read  the  in- 
structions, the  presiding  examiner  is  himself  directed  to 
proceed  as  follows : 

1.  Punctually  at  the  time  appointed  for  the  commence- 
ment of  each  examination  the  presiding  examiner  shall, 
in  the  examination  room  and  in  the  presence  of  the  can- 
didates and  other  examiners  (if  any),  break  the  seal  of  the 


f^s 


I 


i 


84 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


envelope  containing  the  examination  papers,  and  give  them 
to  the  other  examiners  and  the  candidates.  The  papers  of 
only  one  subject  shall  be  opened  at  one  time. 

2.  Should  any  candidate  be  detected  in  tidking  or 
whispering,  or  in  copying  from  another,  or  allowing  an- 
other to  copy  from  him,  or  in  having  in  his  possession, 
when  in  the  room,  any  book,  notes,  or  anything  from 
which  he  might  derive  assistance  in  the  examination,  it 
shall  be  the  duty  of  the  examiner,  if  he  obtain  clear  evi- 
dence of  the  fact  at  the  time  of  its  occurrence,  to  cause 
such  candidate  at  once  to  leave  the  room ;  nor  shall  such 
candidate  be  permitted  to  enter  during  the  remaining  part 
of  the  examination,  and  his  name  shall  be  struck  off  the 
list.  If,  however,  the  evidence  be  not  clear  at  the  time, 
or  bo  obtained  after  the  conclusion  of  the  examination, 
the  examiner  shall  report  the  case  to  the  department. 

3.  Punctually  at  the  expiration  of  the  time  allowed 
the  examiner  shall  direct  the  candidates  to  stop  writing, 
and  cause  them  to  hand  in  their  answer  papers  imme- 
diately, duly  fastened  in  the  envelopes. 

4.  The  examiner  shall  keep  upon  his  desk  the  certified 
list  of  the  candidates,  and  as  each  paper  in  any  subject  is 
handed  in,  he  shall  check  the  same  by  entering  the  figure 
"  1  '  opposite  the  name  of  the  candidate,  on  the  form  pro- 
vided. After  the  papers  are  handed  in,  the  examiner  shall 
not  allow  any  alterations  to  be  made  in  them,  and  he  shall 
be  responsible  for  their  safe  keeping  until  transmitted  to 
the  Education  Department,  or  placed  in  the  hands  of  the 
presiding  examiner. 

5.  The  presiding  examiner,  at  the  close  of  the  exami- 
nation on  the  last  day,  shall  secure  in  a  separate  parcel 
the  fastened  envelopes  of  each  candidate.,  and  on  the  same 
day  shall  forward  by  express  (prepaid),  or  deliver  to  the 


TEACHERS  AND  THEIR  QUALIFICATIONS.        85 


Education  Department  the  package  containing  all  the 
parcels  thus  separately  secured.  The  papers  are  to  be 
arranged  in  the  alphabetical  order  of  the  surnames  of  the 
candidates.  The  inspector  or  presiding  examiner  shall  at 
the  same  time  sign  and  forward  a  solemn  declaration  to 
the  Minister  of  Education  in  the  following  terms : 

(1)  I,  the  undersigned,  hereby  solemnly  declare  that 
I  read  the  regulations  to  the  candidates  fifteen  minutes  be- 
fore the  time  at  which  the  examination  papers  were  to  be 
submitted,  as  per  time  table. 

(2)  That  the  time  table  was  strictly  observed. 

(3)  That  I  was  present  in  the  room  in  which  I  was  au- 
thorized to  preside  during  the  whole  period  of  the  exami- 
nation, and  that  no  other  person  was  present  except  the 
candidates  during  said  period. 

(4)  That  during  the  whole  of  the  examination  my  un- 
divided attention  was  given  to  my  duties  as  presiding  ex- 
aminer, and  that  no  part  of  my  time  was  taken  up  with 
any  other  duties  whatsoever. 

(5)  That  I  made  no  suggestion  to  the  candidates  re- 
garding the  meaning  of  any  question,  or  the  kind  of  an- 
swer that  they  should  give. 

Presiding  examiners  are  paid  the  sum  of  $4  per  day 
and  actual  travelling  expenses.  The  fees  paid  by  the  can- 
didates for  the  examination  are  supposed  to  cover  all  the 
expenses  of  the  presiding  examiner,  the  necessary  station- 
ery, and  the  reading  of  the  answers  of  the  candidates. 

Reading  Answer  Papers. — When  the  answer  papers  of 
candidates  are  received  by  the  department  they  are  classi- 
fied according  to  subjects  by  the  officers  of  the  department 
As  the  members  of  the  committee  appointed  to  read  the 
answer  papers  in  most  cases  are  the  teachers  by  whom  the 
candidates  were  prepared  for  the  examination,  it  is  neces- 


1 


86 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


I 


sary  to  take  all  reasonable  precautions  for  preventing  the 
identification  by  the  examiner  of  his  own  pupils.  Ac- 
cordingly, the  slip  placed  on  the  envelope  by  the  candi- 
date which  bore  his  name  is  removed,  and  the  number  by 
which  the  candidate  was  registered  is  placed  upon  his 
envelope,  and  as  the  departmental  register  in  which  the 
names  of  candidates  are  entered  is  confidential,  there  is  no 
way  of  identifying  a  candidate  except  by  his  handwriting. 
When  several  thousand  candidates  send  in  papers,  identi- 
fication in  this  way  is  very  improbable. 

The  examiners  are  classified  in  sections  according  to 
the  subjects  of  examination.  A  member  of  the  commit- 
tee who  prepared  the  examination  papers  acts  as  chair- 
man of  each  section,  or,  if  unable  to  act,  a  suitable  person 
for  that  purpose  is  appointed  by  the  joint  board. 

Before  commencing  the  actual  work  of  examination 
the  examiners  of  each  section  are  required  to  spend  suflB- 
eient  time  in  discussing  the  answers  and  reading  answer 
papers  jointly,  to  enable  them  to  arrive  at  a  consensus  of 
opinion  as  to  the  valuation  of  answers,  especially  of  par- 
tial or  imperfect  answers. 

When  a  section  finds  that  the  values  assigned  to  the 
questions  on  the  examination  papers  are  unsatisfactory, 
or  when  it  is  evident  that  the  examiner  did  not  follow  the 
course  of  study  prescribed  by  the  Education  Department 
or  by  the  curriculum  of  the  University  of  Toronto,  the 
section  shall  report  through  its  chairman  to  the  chairman 
of  the  examiners  or  the  person  acting  on  his  behalf. 

In  reading  the  papers  each  examiner  is  required  to  mark 
distinctly  in  the  left-hand  margin  the  value  assigned  by  him 
to  each  answer  or  partial  answer,  and  to  sum  up  the  total 
on  each  page  at  the  foot  of  the  margin,  and  to  place  the  re- 
sult on  the  face  of  the  envelope,  indicating  the  deductions 


TEACnERS  AND  THEIR  QUALIFICATIONS.        87 


for  misspelled  words  and  incorrect  English  thereon — thus, 
e.  g.,  history  80  —  2  sp.  —  4  f.  s.  (false  syntax)  =  74,  and 
initialing  the  envelope  of  each  paper  examined. 

In  order  that  the  examiners  mav  maintain  the  neces- 
sary freshness  and  vigour  for  the  duties  to  which  they  are 
appointed,  they  are  limited  to  six  hours  of  work  per  day, 
three  hours  in  the  forenoon,  from  nine  to  twelve,  and 
three  hours  in  the  afternoon,  from  two  to  five.  They  are 
paid  the  sum  of  $6  per  day,  the  payment  being  subject  to 
the  restriction  that  the  whole  amount  paid  for  the  exami- 
nation shall  not  exceed  the  sum  of  $1.50  per  candidate. 
In  ^addition  to  this  they  are  allowed  actual  railway  ex- 
penses to  and  from  their  residences.  In  .i;  praising  the 
work  of  the  candidates  they  are  guided  by  the  marks  as- 
signed to  each  subject  by  the  Education  Jepai  tmen'..  As 
the  ey^ni 'nation  proceeds,  the  marks  assigned  to  each  can- 
didate are  entered  by  the  registrar  in  a  bo)k  prepared  for 
that  purpose.  Candidates  writing  for  third-class  standing 
are  required  to  obtain  one  third  of  the  marks  in  each  sub- 
ject and  one  half  of  the  aggregate.  Candidates  writing 
for  second-  or  first-  class  standing  are  required  to  obtain 
only  one  third  in  each  subject. 

As  soon  as  the  registrar  has  completed  the  summing 
up  of  the  marks  awarded,  his  books  are  submitted  to  the 
committee  appointed  to  prepare  the  examination  papers. 
If  a  candidate  has  failed  by  a  very  few  marks  in  a  sub- 
ject, but  is  on  the  whole  a  strong  candidate,  the  commit- 
tee is  at  liberty  to  recommend  such  candidate  for  full 
standing.  After  considering  the  work  of  the  examiners 
and  any  special  circumstances  affecting  the  standing  of 
any  candidate,  the  results  are  reported  to  the  joint  board. 
On  the  acceptance  of  the  report  by  the  joint  board,  a 
list  of  candidates  who  have  passed  for  matriculation  is 


K^ 


if! 


S8 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


transmitted  to  the  registrar  of  the  university)  and  a  list 
of  candidates  who  have  passed  for  first-,  second-,  or 
third-class  standing  is  transmitted  to  the  Minister  of  Edu- 
cation. Should  any  candidate  be  dissatisfied  with  the  re- 
sult of  the  examination,  he  may  appeal  within  a  certain 
time  to  the  Minister  of  Education  for  a  rereading  of  his 
papers.  If  his  appeal  is  entertained,  his  answer  papers 
are  submitted  for  a  rereading  to  the  committee  by  whom 
the  examination  papers  were  prepared,  which  has  full 
power  to  revise  the  work  of  the  examiner  in  the  first  in- 
stance, and  to  consider  such  representations  as  may  have 
been  made  with  regard  to  sickness,  or  the  unavoidable 
absence  of  the  candidate  from  the  examination. 

In  order  to  protect  candidates  from  loss  of  standing 
through  illness  or  any  other  incidental  cause,  the  depart- 
ment requires  every  high-school  master  sending  up  candi- 
dates to  the  examination  to  transmit  to  the  department 
confidentially  a  list  of  the  candidates  classified  according 
to  merit  on  the  basis  of  such  examinations  as  the  high 
school  may  have  conducted  during  the  term.  This  list  is 
submitted  to  the  examiners,  and  is  considered  by  them 
conjointly  with  the  marks  obtained  by  the  candidate  at 
the  departmental  examination.  Should  it  appear  that  the 
candidate  was  ranked  by  the  high  school  staff  very  high, 
and  that  the  estimate  of  the  staff  with  regard  to  other 
candidates  was  warranted  by  the  results  of  the  examina- 
tions generally,  the  ranking  of  the  staff  is  accepted  in  lieu 
of  the  standing  obtained  by  the  candidate  at  the  depart- 
mental examination.  This  mode  of  adjusting  results  has 
passed  candidates  who  would  otherwise  have  been  rejected 
by  the  examiners,  and  is  besides  a  reasonable  protection  to  a 
good  candidate  from  the  consequence  of  a  casual  attack  of 
illness,  which  might  otherwise  deprive  him  of  the  fruits 
of  a  year's  labour. 


■■ 


CHAPTER  VI. 


i 


TRAINING   OF  TEACHERS. 

There  are  three  different  kinds  of  schools  for  the 
training  of  teachers  under  the  public-school  system  of  the 
Province  of  Ontario,  viz.,  county  model  schools  for  teachers 
of  third-class  standing,  normal  schools  for  teachers  of  sec- 
ond- or  first-class  standing,  and  a  normal  training  college, 
formerly  called  the  School  of  Pedagogy,  for  persons  hold- 
ing a  degree  from  a  university  in  the  British  dominions, 
or  such  persons  as  have  obtained  first-class  literary  stand- 
ing at  the  departmental  examination  and  who  intend  to 
become  teachers  in  a  high  school  or  collegiate  institute. 

In  providing  so  fully  for  the  training  of  teachers,  the 
Education  Department  has  proceeded  upon  the  principle 
that  no  person  should  be  allowed  to  take  charge  of  a  school 
without  instruction  in  the  theory  and  practice  of  teaching, 
and  that  to  knov.'  a  subject  from  the  standpoint  of  a  pupil 
is  a  very  different  thing  from  knowing  it  from  the  stand- 
point of  a  teacher. 

As  has  already  been  noted,  the  department  dissoci- 
ates the  literary  course  of  study  required  for  teachers, 
commonly  called  the  nonprofessional  course,  from  that 
subsequently  required  in  pedagogics  known  as  the  profes- 
sional course.  It  is  not  necessary  here  to  discuss  whether 
candidates  for  the  teaching  profession  are  better  qualified 
by  taking  these  two  courses  conjointly,  or  by  taking  them 

89 


*' 


•90 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


separately,  as  is  done  in  the  Province  of  Ontario.  In  the 
provincial  normal  school  both  courses  were  taken  together 
for  about  thirty  years,  with  very  satisfactory  results ;  for 
the  last  twenty  years  they  have  been  taken  separately,  with 
equally  satisfactory  results  as  to  the  literary  attainments  of 
the  candidates,  and,  it  is  believed,  with  better  results  as  to 
their  professional  attainments.  At  the  same  time  the  sec- 
ondary schools  have  been  greatly  stimulated  and  their  use- 
fulness increased  by  the  presence  in  their  class-rooms  of 
young  men  and  women  preparing  for  the  literary  standing 
required  for  teachers. 

County  Model  Schools. 

By  the  School  Act  of  1871  provision  was  made  for  the 
appointment  of  a  public-school  inspector  in  each  county, 
or,  where  the  counties  were  very  large,  for  the  appoint- 
ment of  more  inspectors  than  one.  By  the  Act  of  1877 
provision  was  made  for  the  establishment  of  a  model 
school  in  every  inspectoral  division,  and  no  person  was 
thereafter  allowed  to  enter  the  teaching  profession  unless 
he  attended  a  term  at  the  model  school  and  passed  the 
prescribed  examination. 

The  county  model  school,  subject  to  the  regulations  of 
the  Education  Department,  is  under  the  direction  of  a 
Board  of  Examiners,  of  whom  the  inspector  is  one,  and 
not  more  than  two  other  persons  holding  first-class  cer- 
tificates of  qualification  appointed  by  the  Municipal  Coun- 
cil of  the  county.  The  Board  of  Examiners  is  authorized  to 
select  from  among  the  large  public  schools  in  the  county 
or  inspectoral  district  the  particular  school  which  in  its 
opinion  will  best  serve  the  purpose  of  a  model  school  for 
the  training  of  teachers.  Usually  the  school  in  some  in- 
corporated village  or  town  having  the  largest  number  of 


i 


TRAINING  OP  TEACHERS. 


91 


teachers,  and  the  most  easily  accessible  to  the  district,  is 
selected.  A  school  so  established  receives  a  special  grant 
from  the  provincial  treasury,  and  also  from  the  county,  in 
addition  to  all  ordinary  school  grants. 

The  model  school  opens  on  the  1st  of  September  and 
continues  four  months.  No  teacher  is  admitted  to  the 
county  model  school  who  has  not  passed  at  least  the  ex- 
amination required  for  third-class  literary  standing,  and 
who  will  be  not  less  than  eighteen  years  of  age  at  the  time 
of  the  final  examination. 

In  order  to  guarantee  the  efficiency  of  the  model  school 
the  department  requires  :  1.  That  the  principal  shall  hold 
a  first-class  certificate — i.  e.,  a  certificate  of  the  highest 
grade  issued  by  the  Education  Department — and  shall 
have  had  at  least  three  years'  experience  as  a  public- 
school  teacher.  2.  That  not  fewer  than  three  of  the 
assistants  on  the  staff  of  the  school  shall  hold  at  least 
second-class  certificates.  3.  That  the  equipment  of  the 
school  shall  be  in  every  respect  satisfactory  to  the  Educa- 
tion Department.  4.  That  in  addition  to  the  number  of 
rooms  required  for  the  public  school,  a  separate  room 
shall  be  available  for  the  teachers  in  training  during  their 
attendance  at  the  model  school.  5.  That  during  the 
model-school  term  the  principal  shall  be  relieved  of  all 
public-school  duties  except  the  oversight  of  his  staff. 

It  will  be  observed  that  a  county  model  school  is  there- 
fore presumably  the  best  and  largest  public  school  in  the 
inspectoral  division,  with  a  principal  of  considerable  ex- 
perience and  high  professional  attainments,  with  a  well- 
organized  staff,  and  with  all  the  other  equipments  and 
appliances  necessary  to  the  efficiency  of  a  good  school. 

Every  teacher  in  training  is  required  to  provide  him- 
self with  a  set  of  all  the  text-books  used  in  the  public 


1} 


92 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


school,  and  with  such  other  books  as  may  be  required  for 
training  purposes. 

Course  of  Study. — The  course  of  study  in  county  model 
schools  consists  of  {a)  instruction  in  school  organization 
and  management  based  on  Baldwin's  Art  of  School  Man- 
agement adapted  to  Canadian  schools;  {b)  a  course  of 
lectures  in  the  methodology  of  all  the  subjects  taught  in 
the  public  schools  ;  (c)  practice  teaching  with  a  view  to 
the  establishment  of  correct  methods  of  presenting  sub- 
jects to  a  class  and  of  developing  the  art  of  school  govern- 
ment ;  (d)  a  course  in  physiology  and  school  sanitation ; 
{e)  instruction  in  the  school  law  and  regulations  relating 
to  the  duties  of  teachers  and  pupils ;  (/)  special  instruc- 
tion in  music  for  primary  classes ;  and  (g)  drill  and  calis- 
thenics. 

During  the  first  six  weeks  of  the  term  the  work  of  the 
model  school  consists  of  {a)  lectures  by  the  principal; 
(h)  class  teaching  by  the  principal ;  (c)  class  teaching  by 
the  students,  and  general  criticism.  After  the  first  two  or 
three  lectures  by  the  principal,  classes  are  drafted  from 
the  public  school,  by  means  of  which  the  principal  of  the 
model  school  illustrates  his  method  of  teaching  the  sub- 
ject to  which  he  wishes  to  direct  the  attention  of  the 
teachers  in  training.  This  done,  the  principal  assigns  a 
lesson  for  class  teaching  by  the  model-school  students, 
which  any  student,  if  called  upon,  shall  be  expected  to 
teach  the  following  day — the  other  students  to  take  notes 
for  subsequent  criticism.  For  six  weeks,  by  means  of 
lectures  and  class  teaching  by  the  principal  and  the  stu- 
dents, with  appropriate  criticisms,  the  teachers  have  ac- 
quired enlarged  powers  of  observation,  greater  confidence 
in  themselves,  and  some  conception  of  the  logical  order 
in  which  a  subject  should  be  presented  to  a  class. 


TRAINING  OP  TEACHERS. 


93 


During  the  remainder  of  the  term  the  time  of  the 
teachers  in  training  is  divided  between  lectures  by  the 
principal,  observing  methods  of  teaching  in  the  different 
rooms  of  the  public  school  to  which  the  model  school  is 
attached,  and  in  teaching  such  subjects  as  may  be  assigned 
to  them.  Every  teacher  in  training  before  conducting  a 
recitation  in  the  public  school  is  required  to  prepare  a 
plan  of  the  lesson  which  he  is  to  teach,  and  to  submit 
the  same  for  the  approval  of  the  principal  or  assistant  in 
charge  of  the  class.  While  teaching,  the  assistant  or  prin- 
cipal is  required  to  take  notes  of  the  work  of  the  teacher 
in  training,  such  as  his  attitude  before  his  class,  his  mode 
of  presenting  the  subject — whether  logical  or  otherwise — 
his  mode  of  questioning  the  pupils  and  of  dealing  with 
their  answers,  his  mode  of  explaining  difficulties — whether 
clear  and  complete  or  otherwise,  etc.  These  criticisms  are 
made  known  to  the  teacher  in  training  privately,  or  are 
made  the  subject  of  a  lecture  by  the  principal  for  the 
benefit  of  the  whole  class  at  a  later  stage. 

A  small  reference  library  is  provided  for  each  model 
school  by  the  Education  Department,  consisting  of  such 
books  as  are  considered  most  helpful  in  preparing  teach- 
ers for  their  work,  and  in  increasing  their  knowledge  of 
education,  both  as  a  science  and  an  art. 

Final  Examinations. — The  final  examination  consists 
of  practical  teaching  by  the  teachers  in  training  in  pres- 
ence of  the  Board  of  Examiners,  and  also  a  written  exami- 
nation on  papers  submitted  by  the  Education  Depart- 
ment. The  examination  in  practical  teaching  consists  of 
two  lessons  of  twenty  minutes  each,  for  one  of  which 
the  teacher  is  allowed  ample  time  for  preparation ;  the 
other  is  assigned  forty  minutes  before  it  is  to  be  taught. 
These  two  lessons  are  not  to  be  taught  in  the  same 


■Rn3e=r«<E«:  ^mRoen 


94 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


form,  nor  in  the  same  subject,  nor  before  the  same  ex- 
aminers. 

As  the  examiner  is  either  the  inspector  or  an  experi- 
enced teacher  of  the  highest  standing,  he  is  fully  qualified 
to  pronounce  judgment  upon  every  teacher  in  training 
that  comes  before  him.  By  personal  observation  he  can 
form  an  opinion  as  to  his  manner  before  his  pupils,  his 
force  of  character,  his  power  to  command  attention,  and 
the  many  other  elements  only  perceptible  to  an  experi- 
enced eye  and  ear,  which  are  essential  to  a  teacher's  suc- 
cess and  to  his  influence  over  his  pupils.  These  qualities 
he  appraises  according  to  a  scale  of  one  hundred  marks. 
If  the  candidate  falls  below  fifty  marks  he  is  rejected,  and 
is  required  to  attend  another  session  if  he  still  desires  to 
enter  the  profession. 

The  written  examination  is  conducted  on  papers  pre- 
pared under  the  direction  of  the  Education  Department 
by  a  committee  of  inspectors  or  teachers  of  the  highest 
standing.  These  papers  are  printed  by  the  confidential 
printer  of  the  department,  are  transmitted  under  seal  to 
the  inspector,  and  are  given  out  to  the  teachers  in  training 
according  to  a  time  table  prepared  by  the  department. 
The  answers  of  the  candidates  are  read  by  the  Board  of 
Examiners  and  appraised  according  to  the  standard  of 
marks  assigned  to  each  paper  by  the  department. 

In  order  to  protect  the  candidate  at  his  professional 
examination,  as  has  already  been  indicated  with  regard  to 
the  literary  examination,  the  Examiners  consider,  con- 
jointly with  the  examination  which  they  are  authorized 
to  conduct,  a  report  from  the  principal  of  the  school 
with  regard  to  the  standing  of  every  teacher  in  train- 
ing during  the  term,  and  on  the  strength  of  these  three 
different  estimates  of  his  attainments — viz.,  teaching  in 


TRAINING  OF  TEACHERS. 


95 


their  own  presence,  the  answers  of  the  written  papers,  and 
the  report  of  the  principal  and  assistants  of  the  model 
school — a  candidate  is  passed  or  rejected.  There  is  no  ap- 
peal from  the  decision  of  the  board. 

Candidates  who  have  passed  this  examination  are 
known  as  the  holders  of  third-class  certificates,  and  are 
qualified  to  teach  any  public  school  in  the  province  for  a 
period  of  three  years.  The  Board  of  Examiners  has,  how- 
ever, the  power  of  extending  this  certificate  where  the  sup- 
ply of  teachers  is  inadequate,  or  for  other  sufficient  reason, 
subject  to  the  approval  of  the  Minister  of  Education. 

After  eighteen  years'  experience  of  the  working  of 
county  model  schools,  it  is  the  universal  opinion  of  the 
profession  in  Ontario  that  the  training,  even  elementary 
and  limited  as  it  is,  is  invaluable  to  the  young  teacher. 
His  knowledge  of  the  philosophy  of  education  may  not  be 
very  extensive  ;  he  may  not  even  have  acquired  sufficient 
knowledge  of  school  organization  to  classify  properly  a 
large  ungraded  school ;  but  he  has,  however,  learned  the 
necessity  of  teaching  according  to  some  preconceived  de- 
sign or  lesson  plan,  of  guarding  against  all  unprofessional 
peculiarities  which  might  mar  his  usefulness,  of  practis- 
ing self-control  and  personal  dignity  before  a  class,  of  cul- 
tivating the  attentive  interest  of  his  pupils,  and  of  present- 
ing his  own  thoughts  with  clearness,  fluency,  and  anima- 
tion. When  he  takes  charge  of  a  school  for  the  first  time, 
he  knows  what  to  do,  and  within  certain  limitations  how 
to  do  it,  and  consequently  avoids  the  mistakes  of  a  teacher 
wholly  inexperienced.  He  has  also  become  acquainted 
with  a  wider  field  of  professional  literature,  and  is  im- 
pressed with  the  necessity  of  higher  educational  attain- 
ments. In  many  cases  the  professional  esprit  de  corps, 
aroused  at  the  county  model  school,  has  been  the  means 


96 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


of  leading  the  young  teacher  to  professional  eminence. 
The  county  model  school  has  certainly  secured  for  On- 
tario a  system  of  preliminary  training  for  teachers  at  once 
effective  and  inexpensive. 

Normal  Schools. 

As  far  back  as  1843  the  Legislative  Assembly  of  Ontario 
contemplated  the  establishment  of  one  or  more  normal 
schools  in  the  province,  but  it  was  not  until  1846  that  a 
sufficient  amount  of  money  was  placed  at  the  disposal  of 
the  Education  Department  for  that  purpose,  and  on  the 
1st  day  of  November,  1847,  the  first  normal  school  in  the 
province  was  formally  opened  in  the  city  of  Toronto,  with 
an  attendance  of  twenty  students,  which  increased  during 
the  session  to  sixty-one. 

Owing  to  the  removal  of  Parliament  to  Montreal,  the 
residence  of  the  Lieutenant-Governor  was  vacant,  and  was 
placed  at  the  disposal  of  the  Government  for  normal-school 
purposes.  The  stables  attached  to  Government  House  were 
fitted  up  for  the  model  school,  which  was  opened  on  the 
21st  of  February,  1848,  with  an  attendance  of  one  hundred 
and  twenty  pupils.  When  Parliament  returned  to  Toronto, 
in  1849,  the  normal  school  was  transferred  to  the  Temper- 
ance Hall  in  Temperance  Street,  and  in  1852  was  removed 
to  its  present  quarters  in  St.  James's  Square. 

For  thirty  years  the  normal  school  provided  the  only 
professional  training  available  to  the  teachers  of  the  prov- 
ince, and  as  it  was  capable  of  accommodating  only  one 
hundred  and  twenty  students,  the  number  of  trained 
teachers  in  the  profession  was  necessarily  very  limited. 
The  other  members  of  the  profession  (and  they  were 
greatly  in  the  majority)  entered  upon  their  duties  with- 
out any  professional  training  whatsoever,  and  at  the  cost 


TRAINING  OP  TEACHERS. 


97 


of  their  pupils  acquired  such  skill  in  methods  and  school 
management  as  enabled  them  to  remain  in  the  profession 
for  a  few  years. 

A  second  normal  school  was  opened  in  the  city  of 
Ottawa,  in  the  eastern  part  of  the  province,  in  1875,  and 
it  is  hoped  that  before  long  a  third  will  be  opened  in  the 
western  part  of  the  province.  With  three  normal  schools, 
the  course  of  professional  training  required  of  teachers 
with  second-class  literary  standing  would  be  amply  pro- 
vided for. 

Organization  of  Normal  Schools. — The  normal  schools 
of  Ontario  consist  of  two  departments,  viz.,  one  for  the  in- 
struction of  teachers  in  training,  and  the  other — a  model 
or  practice  school  for  illustrating  methods  of  teaching. 
The  normal-school  staff  consists  of  a  principal  and  vice- 
principal,  and  four  other  teachers  viz.,  one  for  each  of 
the  following :  drawing,  music,  drill  and  calisthenics,  and 
kindergarten  work. 

Before  a  teacher  can  be  admitted  to  a  provincial 
normal  school  {a)  he  must  have  passed  the  examinations 
of  the  county  model  school,  {b)  he  must  have  taught  suc- 
cessfully one  year,  and  {d)  he  must  have  attained  second- 
class  literary  standing.  He  is  also  required  to  pass  a  pre- 
liminary examination  orally  and  in  writing  on  the  follow- 
ing texts:  Hopkins's  Outline  Study  of  Man,  the  first 
seven  lectures ;  Quick's  Educational  Reformers,  the  first 
sixteen  chapters ;  Fitch's  Lectures  on  Teaching,  the  first 
five  lectures.  The  object  of  this  preliminary  examination 
is  to  direct  the  attention  of  the  teacher  to  the  necessity  of 
private  reading  while  engaged  professionally,  and  to  pre- 
pare him  for  receiving  more  readily  the  instruction  of  the 
noi*mal-school  staff. 

The  normal  schools  are  nonresidential,  but  the  houses 
8 


9S 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


at  which  the  students  lodge  are  inspected,  and  no  student 
is  permitted  to  lodge  except  at  a  licensed  boarding  house 
or  with  some  relative  or  friend.  Gentlemen  attending 
the  normal  school  must  lodge  in  boarding  houses  not 
attended  by  the  other  sex.  Students  are  liable  to  dis- 
cipline for  any  irregularity  while  attending  the  normal 
school.  In  the  classrooms  the  sexes  are  instructed  to- 
gether; outside  the  classrooms  they  are  allowed  reason- 
able intercourse  with  each  other,  it  being  assumed  that 
their  conduct  would  be  such  as  would  chai*acterize  ladies 
and  gentlemen  in  good  society. 

The  practice  or  model  school  is  immediately  connected 
with  the  building  used  for  normal-school  purposes,  and  is 
divided  into  classes  corresponding  to  the  number  of  forms 
in  the  public  school.  For  convenience  of  administration, 
the  sexes  are  separated  in  the  model  school.  An  oppor- 
tunity is  afforded  by  this  arrangement  of  testing  the  ca- 
pacity of  the  students  for  handling  classes  of  boys  and 
girls  when  taken  separately.  Each  normal  school  has 
ample  playgrounds  for  the  use  of  the  pupils  and  the 
teachers  in  training,  a  suitable  gymnasium  for  drill  and 
calisthenics,  and  a  reference  library  of  several  thousand 
volumes.  The  average  cost  of  maintaining  a  normal  and 
model  school  is  about  $24,000  annually. 

Cotirse  of  Study, — The  course  of  study  in  the  normal 
school  is  mainly  professional,  and  includes  the  history  of 
education,  science  of  education,  school  organization  and 
management,  methods  of  teaching  each  subject  on  the 
public-school  course,  practice  in  managing  classes,  and  in 
teaching  in  the  model  school,  with  special  instruction  in 
reading,  writing,  drawing,  music,  drill  and  calisthenics, 
and  lectures  on  hygiene  and  school  sanitation.  In  con- 
junction with  these  lectures,  teachers  in  training  are  re- 


TRAINING  OF  TEACHERS. 


99 


quired  to  study  carefully  the  following  texts:  QuickCs 
Educational  Reformers  (introduction  by  Dr.  Harris)  Mc- 
Lellan's  Applied  Psychology,  and  Fitch's  Lectures  on 
Teaching. 

As.in  county  model  schools,  the  object  of  the  course 
of  study  at  the  normal  school  is  to  present  every  subject 
from  the  standpoint  of  the  teacher  rather  than  to  increase 
the  student's  knowledge  of  the  subject  itself,  and  as  the 
examinations,  at  the  close  of  the  session,  deal  entirely 
with  methods  of  instruction,  the  teachers  in  training  are 
free  to  give  their  undivided  attention  to  the  professional 
side  of  their  education. 

On  every  Friday  afternoon  classes  for  religious  in- 
struction are  formed,  in  which  the  teachers  in  training 
receive  instruction  from  a  clergyman  of  their  own  de- 
nomination. This  instruction  is  given  without  charge  by 
the  resident  clergymen  of  the  city. 

In  practical  teaching  the  course  of  study  is  similar  to 
that  in  the  county  model  school,  but  on  a  higher  plane. 
Model  lessons  are  given  by  the  staff  to  classes  of  pupils 
drafted  from  the  model  school ;  the  teachers  in  training 
teach  lessons  previously  assigned  to  them  in  the  presence 
of  the  staff  and  of  their  fellow-teachers  in  training ;  after 
observing  the  methods  of  the  model  school,  they  are  re- 
quired to  teach  in  the  presence  of  the  principal  or  of  the 
teachers  in  charge.  These  lessons  are  the  basis  of  subse- 
quent criticism,  and  thus  from  day  to  day  by  actual  prac- 
tice they  are  acquiring  a  wider  knowledge  and  a  deeper 
experience  with  respect  to  their  professional  duties. 

Examinations. — A  written  report  with  regard  to  the 
standing  of  each  teacher  in  training  is  transmitted  by  the 
principal  to  the  Minister  of  Education  at  the  close  of  the 
term.    The  final  examination  consists  of  a  test  in  prao- 


^3i 


WiLLIAMSTOWN 

PUBLIC  LIBRARY, 


100 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


tical  teaching  by  examiners  appointed  by  the  Minister  of 
Education,  and  a  written  examination  on  the  subjects  of 
the  course.  The  mode  of  conducting  the  practical  ex- 
amination is  briefly  as  follows : 

1.  Each  teacher  in  training  shall  teach  two  Wessons 
before  the  examiners  appointed  by  the  Minister  of  Edu- 
cation. 

2.  The  examiners  shall,  on  consultation  with  the  teach- 
ers of  the  model  school,  assign  the  lessons  to  the  teachers 
in  training.  The  two  lessons  shall  not  be  assigned  in  the 
same  form  or  in  the  same  subject. 

3.  The  subject  of  the  first  lesson  shall  be  given  by  the 
presiding  examiner  to  the  teacher  in  training  the  day  be- 
fore, and  the  subject  of  the  second  lesson  forty  minutes 
before  the  le':38on  is  to  be  taught. 

4.  After  a  lesson  has  been  assigned  no  hint  or  assist- 
ance of  any  kind  shall  be  given  to  the  teacher  in  training 
by  any  examiner  or  teacher  on  the  staff  of  the  normal  or 
model  school. 

5.  Each  teacher  in  training  shall  be  allowed  twenty 
minutes  in  which  to  teach  the  lesson  assigned. 

6.  The  regular  teacher  in  charge  of  the  room  shall  not 
be  present  during  the  teaching  of  a  test  lesson. 

7.  The  examiner  shall,  on  the  basis  of  one  hundred 
marks,  appraise  the  aptitude  and  eflBciency  of  each  teacher 
in  training,  and  in  all  doubtful  cases  shall  set  forth  in 
writing  the  reasons  for  the  marks  assigned. 

8.  At  the  close  of  the  examination  the  examiner  shall 
report  the  standing  of  each  teacher  in  training  to  the 
Minister  of  Education. 

The  papers  for  che  written  examination  are  prepared 
by  a  committee  of  public-school  inspectors  or  other  edu- 
cational experts,  who  read  the  answers  and  report  the 


TRAINING  OF  TEACHERS. 


101 


results  to  the  Minister  of  Education.  These  papers  are 
printed  by  the  confidential  printer  of  the  Education  De- 
partment. 

The  final  standing  of  candidates  is  determined  upon  the 
conjoint  report  of  the  principal  and  his  staff,  the  practical 
examination  by  the  examiners  appointed  by  the  minister, 
and  the  written  examination  referred  to.  Where  the  staff 
reports  that  a  teacher  in  training  is  beyond  question  de- 
void of  teaching  power,  and  unfitted  for  the  profession, 
such  candidate  is  rejected  by  the  Education  Department 
and  refused  his  standing.  He  is  at  liberty,  however,  to 
attend  another  session.  Candidates  who  pass  the  exami- 
nation ar:  awarded  a  second-class  certificate,  valid  during 
good  behi.  riour,  in  any  part  of  the  province. 


Kindergarten  Teachers. 

The  kindergarten  was  introduced  into  the  Province  of 
Ontario  in  1882  under  a  clause  in  the  School  Act  author- 
izing trustees  to  establish  infant  schools.  It  was  not  until 
1885,  however,  that  suitable  provision  was  made  for  the 
instruction  of  kindergarten  teachers  by  the  establishment 
of  a  practice  school  in  connection  with  each  of  the  normal 
schools  under  the  direction  of  a  trained  kindergartner. 

The  course  of  training  for  kindergarten  teachers  covers 
a  period  of  two  years — one  year  for  an  assistant,  and  an 
additional  year  for  a  director.  No  person  is  admitted  to 
the  course  of  study  prescribed  for  assistants  {a)  who  is  not 
seventeen  years  of  age,  (b)  who  has  not  passed  the  exami- 
nation required  for  third-class  literary  standing,  or  (c)  who 
has  not  received  at  least  three  years'  instruction  in  a  high 
school  or  collegiate  institute.  The  standing  of  an  assist- 
ant must  be  obtained  before  the  course  of  study  prescribed 
for  a  director  can  be  taken  up. 


V,- 


fi 


102 


THE  SCflOOL  SYSTEM  OF  ONTARIO. 


■ 


ii   i 


Kindergartens  are  under  the  control  of  the  Education 
Department,  and  are  part  of  the  public-school  system. 
Every  kindergarten  opened  by  a  Board  of  Trustees  is 
under  a  director  holding  a  certificate  from  the  Education 
Department. 

Persons  desiring  to  train  themselves  as  kindergarten 
teachers  spend  the  first  year  of  their  course  as  an  assistant 
under  a  qualified  director.  At  the  conclusion  of  the  first 
year's  course  of  training  they  must  be  able  to  explain  the 
Gifts,  their  general  objects  as  well  as  their  specialties ;  how 
they  are  graded  and  why;  their  connection  with  other 
branches  of  kindergarten  work ;  also  the  general  method 
of  the  kindergarten,  and  how  applied  in  exercises  with 
the  gifts.  As  the  gifts  have  a  mathematical  foundation, 
a  knowledge  of  the  elements  of  geometry  will  be  required. 
Assistants  are  also  required  to  know  how  to  explain  the 
general  objects  of  the  songs  and  games,  the  significance 
of  gesture  used  in  connection  with  them,  and  to  show  by 
what  principles  they  should  be  guided  in  the  selection  of 
songs,  games,  and  stories.  They  must  possess  a  knowledge 
of  elementary  science,  particularly  of  animals,  plants,  earth, 
air,  water,  etc.,  and  be  able  to  illustrate  the  interesting  por- 
tions of  these  subjects  in  stories  and  conversation  with  the 
children. 

At  the  end  of  one  year's  service  they  are  subjected  to 
an  examination  conducted  by  the  department  in  the  theory 
and  practice  of  the  gifts,  the  theory  and  practice  of  the 
occupations,  and  a  miscellaneous  paper  testing  their  gen^ 
eral  knowledge  on  subjects  relating  to  kindergarten  work. 
They  are  also  required  to  submit  the  book  work  of  the 
year  for  the  inspection  of  the  examiners.  They  are  then 
admitted  to  one  of  the  provincial  kindergartens  established 
in  connection  with  the  normal  schools,  and  at  the  end  of 


ni 


TRAINING  OP  TEACHERS. 


103 


the  second  year  are  subjected  to  an  examination  on  the 
general  principles  of  FroebePs  System,  the  theory  and 
practice  of  the  gifts  and  occupations,  Mutter  unu  Kot:e- 
lieder,  and  practical  teaching.  A  miscellaneous  paper  on 
matters  connected  with  kindergarten  work  is  also  required 
at  this  examination.  The  examination  is  conducted  by 
examiners  appointed  by  the  Minister  of  Education.  Can- 
didates who  pass  the  examination  for  directors  are  quali- 
fied to  take  charge  of  any  kindergarten  in  the  province. 

The  director  of  the  provincial  kindergarten  gives  in- 
struction to  the  teachers  in  training  at  the  normal  school 
in  kindergarten  occupations,  songs,  and  games.  In  this 
way  every  teacher  who  passes  through  a  normal  school 
for  an  ordinary  certificate  obtains  a  general  knowledge  of 
kindergarten  work  and  methods.  The  number  of  kinder- 
gartens in  Ontario  in  1894  was  90,  the  number  of  teach- 
ers 184,  and  the  number  of  pupils  9,340. 

Normal  Training  College. 

The  Education  Department,  encouraged  by  the  suc- 
cess of  the  training  of  teachers  for  public  schools,  was  led 
to  make  similar  provision  for  the  training  of  teachers  in 
high  schools  and  collegiate  institutes.  The  necessity  for 
this  was  the  more  urgent  because,  by  the  abandonment  of 
all  nonprofessional  work  in  the  normal  schools,  it  was 
necessary  that  the  high  schools  and  collegiate  institutes, 
where  the  future  teachers  of  public  schools  received  their 
literary  instruction,  should  be  conducted  by  men  and 
women  well  grounded  in  pedagogical  science.  Moreover, 
it  was  felt  that  if  the  professional  training  of  a  teacher 
was  of  advantage  in  the  elementary  work  of  the  public 
school,  there  was  no  reason  why  it  should  not  prove  help- 
ful to  teachers  of  secondary  schools.    The  psychological 


104 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


principles  which  apply  to  the  development  of  the  child's 
mind  in  the  early  stages  of  his  education  apply  to  his  de- 
velopment in  all  other  stages.  To  require  the  teacher  who 
had  to  lay  the  foundation  of  a  child's  education  to  be 
trained  for  that  work  and  then  to  transfer  the  child  to 
teachers  who  had  no  training,  involved  a  lack  of  continu- 
ity in  method  and  in  development  which  could  not  fail  to 
be  injurious  to  his  higher  education. 

Accordingly,  in  1885,  several  of  the  best  collegiate  in- 
stitutes of  the  province  were  set  apart  as  training  institutes 
at  which  candidates  for  standing  as  high-school  teachers 
were  required  to  attend  for  about  five  months  in  the  year 
in  order  to  observe  the  methods  of  experienced  teachers, 
and  to  receive  such  instruction  from  the  principal  as  he 
could  conveniently  give,  without  interfering  with  his  other 
duties. 

Elementary  and  limited  as  this  preliminary  training 
was,  it  justified  the  department  in  establishing  a  School  of 
Pedagogy  with  a  regular  staff  appointed  by  the  department 
for  the  special  training  of  high-school  masters.  For  several 
years  the  school  was  conducted  without  any  practice 
school.  As  a  substitute  for  classes  of  pupils,  the  teachers 
in  training  were  themselves  constituted  a  class,  and  their 
powers  of  developing  a  lesson  tested  by  practising  on  each 
other,  in  the  presence  of  the  principal  and  his  staff.  The 
want  of  a  practice  school  was  greatly  felt,  and  so,  follow- 
ing out  the  principle  on  which  county  model  schools  were 
organized,  the  School  of  Pedagogy  is  hereafter  to  be  at- 
tached to  one  of  the  largest  collegiate  institutes  in  the 
province,  and  its  name  changed  to  that  of  "Normal  Col- 
lege." By  this  means  the  teacher  in  training  will  receive 
the  benefit  of  the  experience  of  at  least  sixteen  trained 
teachers,  and  have  an  opportunity  of  studying  methods  in 


I 


TRAINING  OP  TEACHEllS. 


106 


a  practice  school  of  over  six  hundred  pupils.  Separate 
classrooms,  waiting  rooms,  lavatories,  and  private  rooms 
are  to  be  provided  for  the  students  and  the  official  staff, 
in  addition  to  those  required  by  the  pupils  of  the  school. 
The  gymnasium  of  the  institute  and  its  physical  and 
chemical  laboratories  are  also  available  for  the  students 
of  the  college  when  required. 

In  all  collegiate  institutes  in  the  province  the  leading 
subjects  of  study,  such  as  classics,  moderns,  etc.,  are  in 
charge  of  specialists — i.  e.,  of  men  who  have  taken  honours 
at  their  university  prior  to  their  appointment,  and  who, 
either  by  experience  or  by  training  at  the  School  of  Peda- 
gogy have  earned  this  rank.  In  order,  therefore,  to  place 
the  students  of  the  Normal  College  under  the  most  favour- 
able conditions  for  their  development,  all  the  Education 
Department  has  to  do  is  to  appoint  a  principal  and  one  or 
more  assistants  to  give  the  necessary  instruction  in  psy- 
chology, the  history  of  education,  school  organization  and 
management  in  the  Normal  College  proper,  and  to  arrange 
with  the  teachers  of  the  collegiate  institute  for  instruction 
in  the  methodology  of  the  various  subjects  on  the  high- 
school  course  of  study.  For  these  services  and  the  accom- 
modation already  mentioned  the  Education  Department 
pays  the  trustees  of  the  collegiate  institute  the  sum  of 
12,500  per  annum. 

The  Normal  Training  College  opens  on  the  1st  of  Oc- 
tober and  closes  on  the  31st  of  May.  No  preliminary 
written  examination  is  required,  and  no  fees,  except  an 
examination  fee  of  ten  dollars.  Before  a  student  can  be 
admitted  to  the  Training  College  he  must  possess  first-class 
literary  standing,  or  be  an  undergraduate  of  the  fourth 
year  of  a  university  in  the  British  dominions,  or  the 
holder  of  a  degree  in  arts.    As  it  is  considered  important 


i 


106 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


I) 


that  teachers  should  not  be  placed  in  charge  of  a  high 
school  until  they  have  reached  some  maturity,  it  is  pro- 
vided that  no  student  shall  be  admitted  to  the  Training 
College  who  will  not  have  attained  twenty-one  years  of 
age  on  or  before  the  close  of  the  session. 

Students  are  required  to  lodge  and  board  at  such 
houses  only  as  are  approved  by  the  principal.  Ladies  and 
gentlemen  shall  not  board  at  the  same  house.  Commu- 
nication between  the  sexes  is  prohibited  except  by  permis- 
sion of  the  principal  or  one  of  his  staff.  Students  are  re- 
quired to  attend  regularly  and  punctually  throughout  the 
session,  and  to  submit  to  such  discipline  and  to  perform 
such  duties  as  may  be  required  by  the  principal. 

Courses  of  Study  and  Text-hooJcs. — 1.  The  course  of 
study  and  training  shall  be  as  follows  :  Psychology ;  the 
history  and  criticism  of  educational  systems ;  the  science  of 
education ;  lectures  with  practical  illustrations  of  the  best 
method  of  teaching  each  subject  on  the  programme  of 
studies  for  high  schools ;  lectures  on  school  organization 
and  management ;  observation  and  practice  teaching ;  in- 
struction in  reading,  physiology,  and  temperance,  writing, 
drawing,  and  stenography;  drill,  gymnastics,  and  calis- 
thenics for  male  teachers ;  drill  and  calisthenics  for  female 
teachers ;  and  such  other  subjects  as  may  be  prescribed  by 
the  Minister  of  Education. 

2.  In  addition  to  the  text-books  prescribed  for  high 
schools,  the  following  are  used  in  the  School  of  Pedagogy : 
Quick's  Essays  on  Educational  Beformers  (International 
Education  Series,  1890  edition),  McLellan's  Applied  Psy- 
chology, Spencer's  Education,  Landon's  School  Manage- 
ment, Fitch's  Lectures  on  Teaching,  Manual  of  Hygiene, 
Infantry  Drill,  as  revised  by  her  Majesty's  command  (edi- 
tion of  1892) — for  male  teachers,  Parts  I  and  II,  and  for 


-"iim 


TRAINING  OF  TEACHERS. 


107 


female  teachers,  Part  I,  pages  1-31 ;  for  male  and  female 
teachers,  Houghton's  Physical  Culture  (omitting  squad 
drill) ;  and,  for  male  teachers,  MacLaren's  Physical  Edu- 
cation, Part  II,  sections  2  and  3. 

3.  The  following  are  recommended  for  reference: 
Mahaffy's  Old  Greek  Education,  Compayre's  History  of 
Pedagogy,  Gill's  Systems  of  Education,  Radestock's  Habit 
in  Education,  Dewey's  Psychology,  Sully's  Teacher's  Hand- 
book of  Psychology  (Appleton),  and  Ladd's  Outlines  of 
Physiological  Psychology. 

The  Teaching  Staff. — The  principal  is  the  chief  in- 
structor in  the  theoretical  and  critical  course,  and  is 
responsible  for  the  organization  and  management  of  the 
school.  He  determines  the  hours  for  instruction,  observa- 
tion, and  practice  teaching ;  he  prescribes  the  duties  of 
his  staff,  and  is  expected  to  obserye  the  practice  teaching 
of  the  students. 

Each  assistant  is  required  to  develop  systematically  the 
best  method  of  dealing  with  the  special  objects  intrusted 
to  him,  and  to  explain  and  justify  his  methods  on  scien- 
tific principles,  giving  model  lessons  for  classes  in  the 
different  stages  of  their  advancement.  He  is  also  to  criti- 
cise the  practice  teaching  of  the  students,  and  to  keep  a 
record  of  their  standing. 

Examinations. — The  students  are  submitted  to  two 
written  examinations  during  the  session,  one  in  December 
and  the  other  in  March.  These  examinations  are  con- 
ducted by  the  staff  of  the  school,  and  the  results  reported 
to  the  Minister  of  Education  at  the  close  of  the  session. 
No  certificate  is  awarded  to  any  student  against  whom  the 
staff  reports  on  account  of  deficient  teaching  ability.  At 
the  close  of  the  session,  a  written  examination  is  held  by 
examiners  appointed  by  the  Minister  of  Education.     The 


108 


THE  SCHOOL  SrSTEM  OF  ONTARIO. 


■f 


papers  for  this  examination  are  prepared  by  special  exam- 
iners appointed  by  the  minister,  and  certificates  are  awarded 
on  the  joint  result  of  the  final  examination  and  the  report 
of  the  teaching  staff. 

Following  the  methods  of  the  German  gymnasium, 
the  certificates  awarded  to  students  who  pass  the  exami- 
nation of  the  Training  College  are  interim  certificates— 
i.  e.,  the  holder  is  authorized  to  teach  as  an  assistant  in  a 
high  school  for  two  years.  At  the  end  of  that  time,  if 
the  high-school  inspector  reports  to  the  Minister  of  Edu- 
cation that  the  holder  of  such  certificate  has  proved 
successful  as  a  teacher,  the  Minister  of  Education  makes 
the  interim  certificate  permanent  during  good  be- 
haviour. 

Specialists. — Students  who  have  attained  university 
honours  before  entering  the  Normal  Training  College  and 
who  have  passed  the  examinations  required  by  the  Edu- 
cation Department  are  awarded  the  standing  of  specialists 
in  the  department  in  which  they  obtained  honours.  This 
qualifies  them  to  become  teachers  of  classics,  modern 
languages,  mathematics,  or  science  in  a  collegiate  insti- 
tute. Those  without  this  standing  are  qualified  only  as 
teachers  in  high  schools  or  in  the  subordinate  departments 
Df  a  collegiate  institute. 

Teachers*  Institutes. — In  order  to  maintain  a  profes- 
sional esprit  de  corps  among  teachers  and  also  to  bring  them 
more  closely  into  sympathy  with  current  opinion  respecting 
their  work  and  duty,  the  Education  Department  provides 
for  the  holding  of  a  Teachers'  Institute  in  every  inspectoral 
division  once  a  year.  For  the  purpose  of  attending  these 
institutes,  the  teachers  are  relieved  from  school  two  regu- 
lar teaching  days  in  the  year,  without  being  required  to 
ask  permission  from  their  trustees.    Any  teacher  who  ab- 


TRAINING  OP  TEACHERS. 


109 


sents  himself  from  the  institute  must  report  to  his  inspector 
the  reasons  for  his  absence. 

The  Teachers'  Institute  is  organized  by  the  appointment 
of  a  president,  vice-president,  and  secretary-treasurer,  with 
a  management  committee  of  five.  At  least  one  meeting 
of  the  institute  must  be  held  every  year,  extending  over 
two  or  more  days.  The  management  committee  is  to  pro- 
vide a  programme  and  to  send  a  copy  of  the  same  to  every 
teacher  in  the  inspectoral  division,  at  least  one  month  be- 
fore the  time  of  meeting.  The  subjects  to  be  discussed 
are  determined  by  the  committee  of  management ;  the 
only  limitation  laid  upon  the  committee  by  the  depart- 
ment is  that  all  questions  and  discussions  foreign  to  the 
teachers'  work  shall  be  avoided.  In  order  to  encourage 
the  attendance  of  trustees,  a  portion  of  the  afternoon  of 
the  second  day's  session  is  set  apart  for  considering  mat- 
ters affecting  the  relation  of  teachers  and  trustees.  Boards 
of  trustees  are  allowed  to  pay  the  travelling  expenses  of 
one  representative  from  each  board  for  attendance  at  such 
meetings.  The  inspector  of  the  county  is  required  to  bo 
present  at  all  meetings  of  the  Teachers'  Institute.  He  is 
eligible  for  appointment  as  president  or  as  a  member  of 
the  management  committee,  but  unless  so  appointed  his 
position  as  inspector  gives  him  no  more  authority  than 
that  possessed  by  any  other  member  of  the  institute. 

Every  Teachers'  Institute  is  expected  to  establish  a  ref- 
erence library  for  the  benefit  of  its  members,  and  receives 
for  this  purpose  annually  the  sum  of  twenty-five  dollars 
from  the  County  Council  and  an  equal  sum  from  the  pro- 
vincial treasury.  An  officer  of  the  department,  appointed 
for  that  purpose,  visits  every  institute  once  in  two  years  to 
discuss  with  the  teachers  such  questions  as  the  board  of 
management  may  suggest,  or  as  may  be  considered  impor- 


m 

ill 


m 


110 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


tant  by  the  director  in  the  interests  of  education.  IJsur 
ally  the  subjects  discussed  by  the  director  are  settled  by 
consultation  with  the  Minister  of  Education.  Should  it 
appear  from  the  reports  of  the  inspectors  that  any  subject 
in  the  public-school  course  of  study  is  neglected  or  badly 
taught,  or  should  there  be  any  apathy  among  teachers  with 
regard  to  any  department  of  school  work,  the  Director  of 
Institutes,  in  a  suitable  address,  calls  their  attention  to  the 
subject  so  neglected,  indicating  the  defects  to  be  remedied, 
and  enforcing  his  admonitions  by  departmental  authority. 
The  director  is  also  required  to  deliver  a  popular  address 
in  the  town  or  city  in  which  the  institute  holds  its  meeting. 
The  subject  of  this  address  is  chosen  with  a  view  to  increase 
the  interest  of  the  ratepayers  in  education,  to  encourage 
them  in  supporting  more  liberally  and  sympathetically 
teachers  whom  they  employ,  and  to  correct  such  misap- 
prehensions as  might  be  known  to  exist  with  regard  to 
courses  of  study ;  the  regulations  of  the  department  or 
the  value  of  education  in  the  development  of  a  higher 
national  life. 


- 


CHAPTER  VII. 

HIGH   SCHOOLS  AND   COLLEGIATE  INSTITUTES. 

Grammas  schools,  now  known  as  high  schools  or  col- 
legiate institutes,  occupy  a  midway  position  between  the 
public  school  and  the  university.  Although  the  courses 
of  the  public  school  and  the  high  school  *  overlap  as  to 
one  form,  generally  speaking,  it  may  be  said  that  where 
the  public-school  course  ends  the  high-school  course  be- 
gins, and,  with  a  similar  reservation,  where  the  high-school 
course  ends  the  university  course  begins.  By  means  of 
examinations  conducted  by  the  Education  Department  an 
organic  connection  is  maintained  between  these  three 
divisions  of  the  school  system  of  Ontario. 

History. — It  has  already  been  noted  that  in  1807  p, 
p;ihlin  fsfflifto]  ^fIi^  established  in  each  of  the  eight  districts 
into  which  the  province  was  divided,  and  the  sum  of  $400 
appropriated  by  Parliament  for  the  maintenance  of  each 
school.  The  schools  authorized  by  this  act  were  as  fol- 
lows :  One  in  f^gTi<lwijj[i ;  one  in  Townsendj  in  the  county 
of  Norfolk ;  one  in  ^iiagara ;  one  in  York  (now  Toronto) ; 

*  To  avoid  repetition  the  term  "  high  school  "  will  be  used  as  the 
equivalent  of  the  double  term  "  high  sfthool  and  collegiate  institute." 
A  collegiate  institute  is  simply  a  large  high  school  possessing  a  staff 
specially  trained  to  give  instruction  in  classics,  moderns,  mathe- 
matics, science,  and  commercial  work. 

Ill 


■■■ 


112 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


I    !  I 


M 


one  in  the  township  of  ^a.n;ii|(:oTi^  in  the  county  of  North- 
umberland ;  one  in  Kingston ;  one  in  the  township  of  Au- 
gusta; and  one  in  the  town  of  Cornwall.  As  these  schools 
were  about  one  hundred  miles  apart,  it  will  be  seen  what 
limited  facilities  for  the  education  of  the  people  were  con- 
sidered necessary  about  a  century  ago.  It  should  not  be 
forgotten,  however,  that  private  schools,  as  local  necessi- 
ties warranted,  were  established  at  other  places,  some  of 
them  conducted  by  men  with  a  university  education  and 
for  moderate  fees.  Of  all  the  private  schools  opened 
during  this  period,  the  most  successful  was  the  one  at 
Cornwall,  under  Dr.  John  Strachan,  afterward  Bishop  of 
Toronto. 

The  first  grammar  school — or,  more  properly  speak- 
ing, public  school — in  the  Province  of  Ontario  was  opened 
in  York  (now  Toronto)  on  the  1st  of  June^l807;  the  sec- 
ond in  Niafyara  in  1808. 

By  an  amendment  made  in  1819  to  the  original  act  of 
1807  the  trustees  of  every  school  district  were  required  to 
hold  a  public  examination  previous  to  the  annual  vaca- 
tion, and  to  report  the  standing  of  the  schools  and  the 
number  of  pupils  in  attendance  to  the  Lieutenant-Gov- 
ernor. Provision  was  also  made  in  the  same  act  for  the 
free  education  of  ten  indigent  pupils,  should  there  be  as 
many  in  each  district.  The  school  established  in  the 
township  of  Augusta  was  transferred  to  Brockville,  and 
an  additional  school  opened  in  Hamilton.  In  1837  the 
school  established  in  the  township  of  Townsend  waa 
transferred  to  London. 

In  1839  district  public  schools  were  first  called  "  gram- 
mar schools,"  and  two  hundred  and  fifty  thousand  acres  of 
the  wgste  lands  of  the  Crown  set  apart  for  the  purpose  of 
providing  a  fund  for  their  maintenance.    Authority  was 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  113 


given  the  Government  to  pay  the  sum  of  1800  for  the 
erection  of  school  buildings  in  each  district,  provided  an 
oqnal  sum  was  voluntarily  contributed  by  the  inhabitants. 
Provision  was  also  made  for  the  establishment  of  two 
additional  schools  in  the  district  where  suitable  school- 
houses  were  provided  by  the  people  and  an  attendance  of 
not  less  than  sixty  scholars  guaranteed.  The  most  im- 
portant provision,  however,  of  the  Act  of  1839  was  the 
placing  of  the  grammar  schools  under  the  administration 
of  the  Council  of  King's  College,*  with  authority  to  the 
Council  "  to  make  such  rules,  regulations,  and  by-laws  for 
the  conduct  and  good  government  of  the  schools  estab- 
lished under  this  act  as  to  such  Council  shall  seem 
proper." 

In  1841  the  powers  vested  in  the  Council  of  King's 
College  with  respect  to  the  supervision  and  administra- 
tion of  grammar  schools  were  transferred  to  the  Execu- 
tive Government  of  the  province,  and  provision  made  for 
the  investment  of  any  funds  that  might  accrue  from  the 
sale  of  lands  set  apart  for  grammar-school  purposes  under 
the  Act  of  1839. 

In  1853 — through  the  instrumentality  of  Dr.  Ryerson, 
then  Chief  Superintendent  of  Education  for  the  Province 
of  Ontario — important  amendments  were  made  to  the 
Grammar  School  Act,  of  which  the  following  are  worthy 
of  special  notice  : 

1.  Municipal  Councils  were  authorized  to  levy  a  rate 
upon  the  taxable  property  of  the  district  for  the  erection 
of  high-school  buildings,  the  purchase  of  school  apparatus 
and  text-books,  and  the  payment  of  teachers*  salaries. 

2.  The  course  of  study  was  for  the  first  time  regulated 

*  King's  College  was  the  name  given  to  the  first  university  estab- 
lished in  Ontario. 


fe 


II 


114 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


by  act  of  Parliament.  This  course  consisted  of  instruc- 
tion "  in  the  higher  branches  of  a  practical  English  and 
commercial  education,  including  the  elements  of  ^latural 
philosophy  and  mechanics  and  also  the  Latin  and  Greek 
languages  and  mathematics,  so  far  as  to  prepare  students 
for  matriculation  into  the  University  of  Toronto  or  any 
college  affiliated  with  the  University  of  Toronto." 

3.  The  Council  of  Public  Instruction  was  authorized 
to  define  this  course  of  study,  to  frame  rules  and  regula- 
tions for  the  government  of  the  schools,  and  to  prescribe 
the  text-books  to  be  used  by  the  pupils.  The  President 
of  the  University  of  Toronto  and  the  president  or  other 
head  of  all  colleges  affiliated  with  the  University  of  To- 
ronto were  made  members  of  the  Council  of  Public  In- 
struction for  grammar-school  purposes. 

4.  Trustees  of  high  schools  were  henceforth  to  be  ap- 
pointed by  the  Municipal  Council  of  the  county  in  which 
the  high  school  was  situated,  and  authority  given  them  to 
appoint  such  masters  as  might  be  necessary  and  to  dis- 
miss them  as  they  might  deem  expedient. 

5.  No  person  was  eligible  to  be  appointed  master  of  a 
grammar  school  who  did  not  hold  a  degree  from  some 
university  or  a  certificate  of  qualification  from  a  board  of 
examiners  appointed  by  the  Council  of  Public  Instruc- 
tion. The  Principal  of  the  Normal  School  wae,  by  stat- 
ute, a  member  of  this  Board  of  Examiners. 

7.  County  Councils  were  autliorized  to  establish  addi- 
tional grammar  schools,  providing  the  fund  at  the  dis- 
posal of  the  Government  for  that  purpose  would  sustain  a 
charge  of  1200  for  each  new  school  after  paying  $400  to 
all  schools  previously  established. 

8.  Certain  grammar  schools  were  set  apart  as  mete- 
orological stations,  and  the  principal  of  the  school  was 


niGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  115 


supplied  with  scientific  appliances  for  taking  observations 
with  regard  to  the  fall  of  rain,  direction  and  velocity  of 
the  wind,  the  pressure  and  temperature  of  the  atmosphere, 
etc.  For  these  services  an  allowance  of  $180  a  year  for 
each  school  so  constituted  was  made  by  the  Provincial 
Government. 

The  chief  features  of  the  Act  of  1853  summed  up  are  : 
{a)  That  the  appointment  of  high-school  trustees  was 
transferred  from  the  Executive  Government,  where  it  was 
placed  by  the  Act  of  1807,  to  County  Councils. 

(b)  That  high-school  masters  were  appointed  by  the 
trustees  directly,  and  not  nominated  as  under  the  Act  of 
1807  for  the  approval  of  the  Executive  Government. 

(c)  That  the  Education  Department  of  the  province 
was  invested  with  similar  powers  with  regard  to  grammar 
schools  as  it  possessed  with  regard  to  public  schools. 

(d)  That  grammar  schools  were  regarded  as  a  distinct 
part  of  the  school  system  of  the  province  with  a  well- 
defined  course  of  instruction,  and  entitled  to  support  by  a 
Government  tax  upon  property. 

(e)  That  the  legal  obligation  was  imposed  upon  them 
of  preparing  students  for  matriculation  into  the  provin- 
cial university. 

In  1855  the  act  was  amended,  authorizing  the  Educa- 
tion Department  to  establish  a  model  grammar  school 
for  the  training  of  high-school  masters,  and  to  appoint  an 
inspector  of  grammar  schools. 

In  1865  the  Board  of  Examiners  for  granting  certifi- 
cates to  masters  of  grammar  schools  was  abolished,  and 
thereafter  no  person  should  be  deemed  qualified  to  be  ap- 
pointed principal  of  a  grammar  school  unless  he  was  a 
graduate  of  some  university  within  the  British  dominions. 
Provision  was  also  made  for  a  course  of  elementary  mili- 


116 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


tary  instruction  at  high  schools,  and  for  the  payment  of  a 
g'-Jint  of  $50  to  any  school  the  principal  of  which  was 
qualified  to  give  such  instruction  as  would  be  satisfactory 
to  the  Executive  Government. 

In  1871  the  term  "  high  school "  was  to  be  applied  to 
the  schools  previously  constituted  "  grammar  schools,"  and 
a  Board  of  Examiners  was  constituted  for  the  admission 
of  pupils  to  high  schools.  The  French  and  German  lan- 
guages were  added  to  the  course  of  study,  and  high  schools, 
with  four  masters  specially  qualified,  were  to  be  called 
collegiate  institutes. 

This  brief  historical  outline  leads  to  the  consideration 
of  the  present  constitution  of  high  schools  in  the  province. 

High  Schools — hoiv  established. — The  Municipal  Coun- 
cil of  any  county  may  pass  a  by-law  for  the  establishment 
of  a  high  school  in  any  municipality  containing  not  fewer 
than  one  thousand  inhabitants.  The  council  of  a  city 
may  establish  more  high  schools  than  one,  as  it  may  deem 
expedient.  All  by-laws  for  the  establishment  of  high 
schools  are  subject  to  the  approval  of  the  Executive  Gov- 
ernment. Ordinarily  the  municipality  in  which  the  high 
school  is  situated  is  the  municipality  responsible  for  its 
maintenance.  Several  municipalities,  however,  may  unite 
for  the  purpose  of  maintaining  a  high  school. 

In  the  case  of  high  schools  situated  in  a  city  or  town 
separate  from  the  county,  the  Municipal  Council  appoints 
the  truptpes  for  the  high  schools.  In  the  case  of  high 
schools  otherwise  situated^  three  of  the  trustees  are  ap- 
pointed by  the  county  and  three  by  the  local  municipality. 
Where  the  high  school  consists  of  several  municipalities, 
each  municipality  is  represented  by  at  least  one  trustee. 
Provision  is  made  for  the  retirement  of  a  certain  number 
of  trustees  each  year,  so  as  to  maintain  the  continuity  of 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  117 

the  office  of  school  trustee,  as  in  the  case  of  public  schools. 
Any  resident  ratepayer,  twenty-one  years  of  age,  who  is 
not  a  member  of  the  council  of  the  municipality  or  coun- 
ty in  which  the  high  school  is  situated,  shall  be  qualified 
to  serve  as  a  high-school  trustee.  The  Board  of  Public 
School  Trustees  of  any  city,  town,  or  incorporated  village 
may  unite  with  the  Board  of  High  School  Trustees.  In 
cases  of  such  union,  the  public  and  high  schools  of  the 
municipality  are  under  the  management  of  one  board, 
called  a  Board  of  Education.  This  board  possesses  all  the 
powers  which  the  law  confers  upon  public  and  high  school 
trustees  when  acting  as  separate  corporations. 

Dutiefi  and  Powers  of  Trustees. — The  trustees  have 
power  to  fix  the  time  and  place  of  their  own  meetings,  the 
mode  of  calling  and  conducting  them,  and  of  keeping  an 
account  of  the  proceedings  of  such  meetings.  They  have 
the  power  of  engaging  such  teachers  and  other  officers  as 
may  be  required,  of  fixing  their  salaries,  and  of  dismissing 
them  as  they  may  deem  expedient.  They  have  power  to 
expel  pupils  whose  conduct  may  be  deemed  injurious  to 
the  welfare  of  the  school.  They  are  required  to  provide 
adequate  accommodation  according  to  the  regulations  of 
the  Education  Department  for  a^^  resident  pupils,  and  to 
see  that  the  high  school  is  conducted  according  to  law. 
They  are  required  to  k^ep  the  buildings  in  proper  repair, 
and  to  provide  such  i  ]w\y  mont  as  may  be  required  by  the 
Education  Depart n;e  it.  Any  high-school  trustee  who  en- 
ters into  a  contract  w.tb  the  corporation  of  wl  r  h  he  is  a 
member,  or  is  con  vie  (fd  of  any  felony  or  misden*  anor,  or 
becomes  insane,  or  v^l  o  absents  himself  from  the  meetings 
of  the  board  for  thni^  months  in  succession  without  per- 
mission, ipso  facto,  \acates  his  seat.  High-school  trustees 
serve  without  any  remuneration. 


m 
if* 


118 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


High  School  Sites  and  Buildings. — The  trustees  have 
authority  to  select  a  site  for  high  schools  without  efer- 
ence  either  to  the  ratepayers  or  to  the  Municipal  Cc  uncil. 
By  the  regulations  of  the  department  it  is  provided,  how- 
ever, that  the  site  must  be  at  least  one  half  an  acre  in  ex- 
tent, easily  accessible,  with  the  grounds  properly  levelled 
and  drained  and  fenced,  planted  with  shade  trees^  and 
siiitably  provided  with  walks  in  front  and  rear.  Closets 
for  the  sexes  must  be  separate,  in  separate  yards,  and 
properly  screened  from  observation.  The  playgrounds 
must  be  ample  for  physical  exercise,  and  a  proper  supply 
of  drinking  water  must  be  provided.  The  plans  for  new 
high  schools  are  subject  to  the  approval  of  the  Education 
Department. 

In  a  general  way  the  department  requires  the  class- 
rooms to  be  conveniently  arranged  and  tasteful  in  appear- 
ance ;  well  proportioned  and  oblong  in  shape ;  twelve 
square  feet  on  the  floor,  and  at  least  two  hundred  and 
fifty  cubic  feet  of  air  space  for  each  pupil ;  ceilings  white; 
a  suitable  platform  for  the  teacher's  desk ;  in  three  or 
more  masters'  schools  a  special  classroom  for  the  teaching 
of  science;  in  two  masters' schools,  provision  for  science 
teacliing  in  one  of  the  rooms ;  separate  entrances  to  each 
chissroom  for  the  sexes,  and  separate  means  of  egress  to 
the  closets.  Separate  halls,  staircases,  waiting  rooms  and 
cloak  rooms  of  suitable  size  and  of  convenient  arrange- 
ment, furnished  with  benches  and  cap  hooks,  etc.,  for  the 
sexes,  are  also  required. 

In  small  schools  a  private  room  for  the  joint  use  of  the 
staff,  properly  furnished,  is  all  that  is  required  ;  in  large 
schools  with  large  staffs  a  separate  room  for  the  assistant 
masters  and  for  the  female  assistants  is  required.  The 
desks,  blackboards,  heating,  lighting,  ventilation,  and  ap- 


\ 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  Hy 

paratus  are  all  subject  to  the  inspection  of  the  depart- 
ment, and  schools  deficient  in  these  respects  are  either 
reported  against  and  are  liable  to  the  loss  of  the  entire 
Government  grant,  or  the  Government  grant  is  cut  down 
as  the  defects  in  the  accommodation  of  the  school  would 
warrant. 

High  Schools^  how  sustained. — High  schools  are  sus- 
tained from  three  different  sources :  («)  a  Government 
grant,  {b)  rates  upon  the  taxable  property  of  the  mu- 
nicipality, and  (c)  fees  from  pupils.  The  Government 
grant  consists  of  (a)  a  fixed  sum  of  1375  to  each  high 
school ;  {b)  a  sum  varying  from  $100  to  $200  on  the  con- 
dition and  suitability  of  the  school  premises ;  (c)  a  sum 
varying  from  $100  to  $200  on  the  value  of  the  equipment 
(this  includes  the  library,  physical  and  chemical  apparatus, 
maps  and  globes,  and  gymnasium);  {d)  ten  per  cent  on 
the  amount  expended  on  teachers'  salaries  over  $1,500, 
but  so  as  not  to  exceed  $G00  to  any  school ;  {e)  a  small 
sum  is  also  paid  on  the  basis  of  average  attendance,  and 
the  sum  of  $275  is  annually  allowed  each  collegiate  insti- 
tute as  a  grant  for  equipment. 

The  sum  voted  by  the  Legislature  is  divided,  with  a 
v' ;  r  to  encotirage  the  improvement  of  the  school  prem- 
iz<i'^~  <  le  equipment  of  the  school,  and  the  employment 
'  f  .pachers  of  the  highest  standing.  The  advancement 
o.  e  high  schools  within  the  last  ten  years  is  ample 
proo^  nf  the  stimulating  effect  of  this  mode  of  dividing 
the  school  grant.* 

Trustees  may  require  the  Municipal  Council  to  provide 


*  The  annual  grant  by  the  Legislature  of  the  province,  in  1895, 
for  high-school  purposes,  was  $100,000 ;  but  this  sum  is  subject  to 
incrcMe  or  decrease,  as  the  Legislature  may  deem  e  vpedient. 


i%^ 


-yt.: 


120 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


such  sums  in  addition  to  the  Government  grant  as  may 
be  necessary  for  the  maintenance  of  high  schools.  Prior 
to  1871  the  Municipal  Council  was  not  obliged  to  impose 
a  rate  for  high-school  purposes  at  the  request  of  the  trus- 
tees ;  now  they  can  not  refuse.  A  board  of  trustees  can 
not,  however,  raise  money  for  the  erection  of  a  new  high 
school  without  the  consent  of  the  Municipal  Council,  and 
if  the  Municipal  Council  decline,  then  the  consent  of  the 
ratepayers  by  a  vote  taken  for  that  purpose  must  be  ob- 
tained. As  all  high  schools,  except  those  situated  in  cities 
and  in  towns  sepa  ted  from  the  county,  are  considered 
county  schools,  the  I  u;  ipal  Council  of  the  county  is 
obliged  to  pay  for  the  ; .  r>itenance  of  the  high  school  a 
sum  at  least  equal  to  the  Government  grant,  or,  at  the 
request  of  the  trustees,  a  sum  equal  to  the  cost  of  the 
instruction  of  a  pupil  at  the  high  school.  Owing  to  the 
wide  urea  from  which  the  high-school  pupils  are  drawn,  it 
would  be  unfair  to  tax  the  municipality  in  which  the  high 
school  was  situated  for  the  benefit  of  the  surrounding  dis- 
trict. Municipalities,  therefore,  which  do  not  establish 
a  high  school  for  their  own  benefit,  are  permitted  to  enjoy 
the  advantage  of  the  schools  established  elsewhere  by  sim- 
ply paying  the  cost  of  instructing  the  pupils  at  such  high 
school. 

High  School  Fees. — High  schools,  unlike  the  public 
schools,  are  not  free  schools  by  law,  although  the  trustees 
in  cities,  towns,  and  incorporated  villages  have  power  to 
make  them  free  schools  for  pupils  residing  within  the 
municipality.  Pupils  who  are  not  residents  of  the  mu- 
nicipality, but  who  live  within  the  county,  can  not  be 
charged  a  school  fee  higher  than  one  dollar  per  month.  In 
respect  to  resident  pupils  and  pupils  who  live  beyond  the 
limits  of  the  county  in  which  the  high  school  is  situated, 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.   121 


the  trustees  may  either  admit  them  free  or  impose  such 
fees  as  they  may  deem  expedient.  As  trustees  appear  to 
have  a  laudable  ambition  to  have  a  large  school,  the  fees 
imposed  are  usually  very  moderate.  In  1895  the  average 
for  the  province  was  a  trifle  less  than  five  dollars  per 
pupil. 

Entrance  Examination. — A  uniform  entrance  exami- 
nation for  the  admission  of  pupils  to  high  schools  it  held 
annually  at  every  high  school,  and  at  such  other  places 
as  may  be  approved  by  the  Education  Department,  and 
consists  of  an  oral  examination  in  rea^ling  and  a  written 
examination  in  literature,  spelling,  writing,  geography, 
grammar,  composition,  history,  and  physiology  and  tem- 
perance. 

The  papers  for  the  entrance  examination  are  prepared 
by  the  inspectors  of  the  high  schools,  assisted  by  such  other 
examiners  as  may  be  appointed  by  the  Minister  of  Educa- 
tion. These  papers  are  printed  by  the  confidential  printer 
of  the  Education  Department  and  transmitted  to  the  pub- 
lic-school inspectors,  who  are,  under  the  regulations,  re- 
sponsible for  the  proper  conduct  of  the  examination.  The 
answer  papers  of  the  candidates  are  examined  by  a  Board 
of  Examiners  consisting  of  the  principal  of  the  high  school, 
the  public-school  inspector  for  the  district,  and  one  other 
person  holding  at  least  a  second-class  certificate  with  five 
years'  experience  as  a  teacher,  appointed  by  the  trustees  of 
the  public  school  and  the  trustees  of  the  separate  school 
respectively  of  the  city,  town,  or  incorporated  village  in 
which  the  high  school  is  situated.  The  examiners  are 
paid  by  the  trustees  of  the  high  school  at  the  rate  of  one 
dollar  per  pupil  for  conducting  the  examination  and  read- 
ing the  answer  papers  of  the  candidates.  Pupils  who 
pass  this  examination  receive  a  certificate  signed  by  the 


122 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


inspector  of  public  schools,  which  entitles  them  to  admis- 
sion to  any  high  school  in  the  province. 

Courses  of  Study. — The  high-school  course  of  study  is 
divided  into  four  forms ;  each  form  is  supposed  to  cover 
the  work  of  one  year.  At  the  end  of  the  third  form,  a  high- 
school  pupil  should  be  qualified  for  matriculation  into  the 
university.  The  work  of  the  fourth  form  corresponds 
as  near  as  may  be  to  the  course  of  the  first  year  at  the 
university. 

The  subjects  of  the  high-school  course  consist  of — 

1.  English,  including  reading,  grammar  and  rhetoric, 
composition,  literature,  history,  and  geography. 

2.  Language,  including  Latin,  Greek,  French,  and 
German. 

3.  Mathematics,  including  arithmetic  and  mensuration, 
algebra,  geometry,  ik  d  t:  'tonometry. 

4.  Science,  including  chemistry,  physics,  botany,  and 
zoology. 

5.  Commercial  work,  including  bookkeeping,  stenog- 
raphy, and  drawing. 

English  Course. — By  the  course  in  English  a  pupil  is 
expected  to  acquire  a  thorough  knowledge  of  etymology 
and  syntax,  the  logical  as  well  as  the  rhetorical  structure 
of  sentences  and  paragraphs,  and  an  intelligent  and  ap- 
preciative comprehension  of  the  best  literature  of  the  day. 
By  means  of  a  reference  library  established  in  connection 
with  every  high  school,  pupils  are  encouraged  to  acquaint 
themselves  with  the  best  writers  of  the  English  language, 
and,  as  the  course  in  English  is  varied  from  year  to  year, 
every  pupil  who  passes  through  a  high  school  will  be 
reasonably  familiar  with  the  works  of  all  the  great  poets, 
such  as  Shakespeare,  Milton,  Cowper,  Wordsworth,  Byron, 
Scott,  Coleridge,  Longfellow,  etc. 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  123 


While  it  is  the  aim  of  the  high  school  to  cultivate  cor- 
rect standards,  both  as  to  writing  and  speaking,  the  minds 
of  tlie  pupils  are  at  the  same  time  directed  to  the  form  of 
expression  which  constitutes  one  of  the  chief  beauties  of 
English  literature  and  to  the  refining  influences  which 
good  literature  should  exert  upon  the  mind  and  character. 
The  study  of  literature  expands  from  form  to  form,  the 
pupil  being  constantly  reminded  as  he  proceeds  that  the 
examination  in  the  first  form,  which  was  largely  a  test  of 
the  grammatical  and  rhetorical  structure  of  his  composi- 
tion, will  in  the  fourth  form  require  a  more  comprehen- 
sive knowledge  of  the  whole  field  of  literature,  a  better 
vocabulary  for  the  expression  of  his  ideas,  and  more  finish 
as  to  style  and  rhythm  of  composition. 

Language.—  In  the  first  and  second  forms  the  study  of 
language  is  optional,  but  the  pupils  are  advised  to  begin 
the  study  of  Latin  and  either  French  or  German.  In  the 
second  form  they  are  advised  to  take  up  either  the  second 
classical  or  the  second  modern  language.  As  pupils  can 
matriculate  into  the  university  with  a  knowledge  of  three 
languages — i.  e.,  the  two  classical  languages  and  one  mod- 
ern, or  Latin  and  two  modern  languages  with  physical  sci- 
ence— the  pupil  makes  a  choice  of  his  language  course  in 
the  second  form,  and  this  choice  is  the  basis  of  his  course 
either  for  matriculation  or  for  second-class  literary  stand- 
ing as  a  teacher. 

The  language  course  includes  a  knowledge  of  gram- 
mar, the  power  to  translate  into  English  and  vice  versa^ 
the  power  to  read  "  at  sight "  in  English,  and  in  the  case 
of  French  and  German  to  know  the  language  conversa- 
tionally. In  Latin  the  texts  are  Caesar's  Bellum  Gallicum 
and  Virgil's  -^neid ;  in  Greek,  Xenophon's  Anabasis  and 
Homer's  Iliad ;  in  French  and  German  the  texts  are  those 


124 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


f 


1(1! 


prescribed  by  the  University  of  Toronto  for  junior  and 
senior  matriculation. 

Mathematics. — In  mathematics  the  course  consists  of 
advanced  arithmetic,  mensuration,  algebra,  six  books  of 
Euclid,  and  a  moderate  course  in  trigonometry. 

Science. — In  science  the  course  is  largely  experimental. 
Every  high  school  is  equipped  with  a  chemical  and  phys- 
ical laboratory,  and  with  all  modern  appliances  for  the 
study  of  chemistry,  physics,  botany,  and  zoology. 

Commercial. — The  course  in  bookkeeping  and  stenog- 
raphy is  expected  to  qualify  pupils  for  the  work  of  banking 
houses,  insurance  companies,  customhouses,  and  excise. 

Physical  Culture. — By  the  regulations  of  the  depart- 
ment it  is  provided  that  drill  and  calisthenics  shall  be 
taught  during  the  regular  school  hours,  and  in  organized 
classes  not  less  than  half  an  hour  per  week  to  the  pupils 
in  the  first  three  forms.  The  course  in  these  exercises  is 
the  same  as  that  prescribed  m  the  military  schools  of  the 
province.  When  the  weather  is  not  suitable,  or  where  the 
pupils  are  physically  incapable  of  taking  this  course,  the 
principal  may  dispense  with  it.  Every  collegiate  insti- 
tute (by  that  is  meant  a  high  school  of  superior  standing) 
is  supplied  with  a  gymnasium  suitably  furnished  with 
mattresses,  rings,  ladders,  and  other  appliances  for  gym- 
nastic exercises,  where  pupils  receive  systematic  instruc- 
tion from  a  competent  teacher.  Outdoor  sports  of  all 
kinds  are  encouraged,  and  many  high  schools  have  foot- 
ball teams  and  baseball  clubs,  by  means  of  which  ample 
physical  exercise  is  obtained. 

Qualifications  of  Teachers. — No  person  is  eligible  for 
appointment  as  principal  of  a  high  school  {a)  unless  he  is 
a  graduate  in  arts  of  some  university  in  the  British  do- 
minions, (h)  unless  he  passes  the  examination  prescribed 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  125 

for  the  training  of  teachers  in  the  Normal  College ;  and  {c) 
unless  he  has  taught  two  years  successfully  as  an  assistant. 

No  teacher  is  eligible  for  appointment  as  an  assistant 
teacher  (a)  who  does  not  possess  first-class  literary  stand- 
ing, and  (b)  who  has  not  passed  the  examinations  pre- 
scribed by  the  Normal  College. 

The  holidays  in  high  schools  are  the  same  as  those  of 
public  schools  in  cities,  towns,  and  incorporated  villages. 

High  schools  are  inspected  by  officers  appointed  by  the 
Education  Department,  who  report  annually  to  the  Min- 
ister of  Education  with  regard  to  their  standing,  progress, 
equipment,  and  all  matters  covered  by  the  regulations  of 
the  Education  Department. 


Upper  Canada  College. 

Owing  to  the  disputes  arising  over  the  sectarian  char- 
acter of  King's  College,  Sir  John  Colborne,  then  Lieu- 
tenant-Governor, suspended  the  charter  of  the  college,  and 
established  in  1829  a  Royal  grammar  school  in  the  city 
of  Toronto,  which  has  been  known  ever  since  as  Upper 
Canada  College.  About  sixty  thousand  acres  of  the  land 
appropriated  for  grammar  school  and  university  purposes 
were  set  apart  for  its  endowment. 

As  regards  its  organization.  Upper  Canada  College  was 
designed  to  be  a  residential  school  after  the  manner  of  the 
great  public  schools  of  England,  such  as  Eton  and  Rugby. 
Its  course  of  study  was  to  lead  up  to  university  matricula- 
tion, and  by  means  of  the  discipline  and  supervision  exer- 
cised over  its  pupils  in  residence,  it  was  intended  to  aflford 
moral,  intellectual,  and  physical  training  equal  to  the  great 
schools  after  which  it  was  modelled.  For  about  forty  years 
Upper  Canada  College  supplied  the  best  preliminary  train- 
ing available  for  a  university  career.    In  later  years  this 


126 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


work  has  been  divided  with  the  high  schools.  Upper 
Canada  College  differs  from  the  high  schools  in  the  fol- 
lowing respects : 

1.  It  is  a  residential  school,  although  a  certain  number 
of  pupils  are  admitted  as  day  pupils. 

2.  No  preliminary  examination  is  required  for  admis- 
sion. 

3.  Its  trustees  are  partly  appointed  by  the  Executive 
Government  and  partly  by  the  alumni  of  the  college. 

4.  Its  courses  of  study  and  organization  are  not  sub- 
ject to  the  regulations  imposed  upon  high  schools. 

5.  It  is  not  subject  to  the  same  inspection  as  high 
schools. 

Notwithstanding  these  distinctions.  Upper  Canada 
College  still  prepares  pupils  for  matriculation  in  arts,  law, 
or  medicine.  Its  special  advantages  are  not,  however,  its 
courses  of  study,  although  these  are  equal  to  the  best  high 
school  in  the  province,  but  in  the  discipline  and  training 
incident  to  residential  schools,  the  freedom  from  distrac- 
tion which  residence  of  five  or  six  years  affords,  the  phys- 
ical culture  of  the  gymnasium  and  the  playground,  and  the 
development  of  self-reliance  and  manliness  arising  from 
well-organized  games  and  sports.  These  advantages,  to- 
gether with  the  broad  and  thorough  literary  training  of 
the  college,  have  made  it  a  very  important  element  in  the 
educational  equipment  of  the  province  for  about  sixty 
years. 

As  at  present  organized  the  trustees  of  the  college 
recommend  all  appointments  to  the  staflf  of  the  college, 
and  make  such  regulations  as,  in  their  opinion,  are  neces- 
sary to  its  successful  administration.  Such  appointments 
and  regulations  are  subject  to  the  approval  of  the  Execu- 
tive Government.    The  stafE  of  the  college  consists  of  a 


HIGH  SCHOOLS  AND  COLLEGIATE  INSTITUTES.  127 

principal  who  resides  in  the  college,  four  assistants  who 
also  reside  in  the  college,  and  as  many  day  masters  as 
the  attendance  of  pupils  renders  necessary,  including  in- 
structors in  drill  and  gymnastics,  music  and  stenography. 
For  physical  culture  there  are  a  gymnasium,  skating  rink, 
a  running  course  with  ample  grounds  for  cricket,  footbulb 
and  tennis.  The  buildings  now  occupied  by  the  college 
were  erected  in  1890  at  a  cost  of  over  three  hundred  thou- 
sand dollars,  and  afford  ample  class-room  accommodation 
for  three  hundred  pupils  with  dormitories  for  one  hun- 
dred and  fifty  boys.  There  are  besides,  a  large  assembly 
hall,  and  a  well-equipped  library  and  reading  room.  The 
fees  for  residence  and  tuition  are  $240  per  annum;  for 
tuition  alone,  $60  per  annum. 


.'I 


T 


i  I 


CHAPTER  VIII. 

INSPECTION  OF  SCHOOLS  AND    RELIGIOUS  INSTRUCTION. 

The  Education  Department  is  charged  with  the  duty 
of  inspecting  the  different  classes  of  schools  which  con- 
stitute the  school  system  of  the  province —viz.,  public 
schools,  high  schools,  separate  schools,  model  schools,  and 
teachers'  institutes.  Normal  schools  are  not  made  the 
subject  of  inspection,  as  they  are  immediately  under  the 
direction  of  the  Minister  of  Educi  Jon. 

The  inspectors  o*  public  sch  #ols  in  rural  districts  are 
appointed  by  County  Councils ;  in  urban  districts,  by  the 
Board  of  Trustees ;  all  other  inspectors  are  appointed  by 
the  Education  Department.  As  the  jurisdiction  of  pub- 
lic-school inspectors  is  limited  to  one  hundred  and  twenty 
schools,  the  larger  counties  are  divided  into  two  or  more 
districts,  each  district  being  under  a  separate  inspector. 
For  high  schools  two  inspectors  are  required;  for  sepa- 
rate schools,  two ;  for  model  schools,  one ;  and  for  teach- 
ers' institutes,  one.  Public-school  inspectors  are  appointed 
during  pleasure,  and  are  liable  to  dismissal  for  misconduct 
or  inefficiency  by  the  Executive  Government  of  the  prov- 
ince or  by  the  body  by  which  they  were  appointed. 
They  are  paid  at  the  rate  of  ten  dollars  for  every  school 
inspected,  and,  in  addition,  reasonable  travelling  expenses 
as  the  County  Council  may  determine. 

Qualifications  of  Inspectors. — The  qualifications  for  a 

12b 


INSPFXTIOX  OF  SCHOOLS. 


129 


for  a 


public-school  inspector  are :  {a)  Five  years'  successful 
experience  as  a  teacher,  of  which  at  least  three  years  shall 
have  been  in  a  public  school ;  and  (b)  a  specialist's  certifi- 
cate obtained  on  a  university  examination,  or  a  degree  in 
arts  from  the  University  of  Toronto  with  first-class  gradu- 
ation honours  in  one  or  more  of  the  recognised  depart- 
ments of  the  university,  or  an  equivalent  standing  in  any 
other  university  of  Ontario,  with  a  certificate  of  having 
passed  the  final  examination  of  the  provincial  School  of 
Pedagogy,  now  called  Normal  College. 

A  high  standard  of  literarv  -^jialifionUon  has  been  fixed 
by  the  department  in  order  to  secure  -e  best  men  in  the 
profession  for  inspection  purposes,  'ii.is  is  all  the  more 
important,  as  the  inspector  is  a  member  of  the  Hoard  of 
Examiners  that  determines  the  qualifications  of  pupils  for 
admission  to  high  schools  and  of  candidates  for  teachers' 
third-class  certificates.  On  account  ol  their  standing  and 
experience,  inspectors  are  also  selected  by  the  Minister 
of  Education  to  assist  in  conducting  the  normal-school 
examinations,  and  in  determining  the  teaching  power  of 
candidates  for  second-class  certificates. 

The  qualifications  of  inspectors  of  separate  schools  are 
the  same  as  those  of  inspectors  for  public  schools.  In- 
spectors of  high  schools  are  selected  from  the  most  expe- 
rienced and  successful  high-school  principals,  and  in- 
spectors of  model  schools  and  teachers'  institutes  from 
those  who  have  shown  special  aptitude  for  that  kind  of 
work. 

Duties  of  Pullic' School  Inspectors. — By  the  instruc- 
tions of  the  department  the  public-school  inspector  is  re- 
quired to  visit  every  school  in  his  district  twice  during 
the  year,  and  to  spend  at  least  half  a  day  in  the  school  at 
each  visit.  Where  a  school  has  several  departments  he  is 
10 


I 


130 


THEi  SCHOOL  SYSTEM  OF  ONTARIO. 


!  I 
I  1 


■!  i 


required  to  devote  half  a  day  to  each  department.  If  it 
is  considered  necessary  in  the  interest  of  the  school  that 
he  should  extend  his  .visit  over  a  longer  period  or  visit  a 
school  more  than  twice  during  the  year,  he  is  expected  to 
do  so.  During  his  inspection  he  is  required  to  make 
memoranda  of  the  standing  of  each  class  and  of  the  pro- 
ficiency of  the  pupils  in  the  various  subjects  of  the  pub- 
lic-school course  of  study.  In  order  to  satisfy  himself  as 
to  the  efficiency  of  the  school,  he  is  to  examine  the  classes 
himself,  either  orally  or  by  written  work,  so  as  to  test 
thoroughly  their  attainments  and  to  keep  a  record  of  the 
results  of  each  examination.  Where  he  finds  any  subject 
badly  taught  as  to  method,  he  is  expected  to  illustrate  by 
the  teaching  of  a  lesson  in  that  subject  how  it  should  be 
taught  for  the  benefit  of  the  teacher  and  pupils.  Notes 
are  taken  of  the  discipline  of  the  school,  and  an  estimate 
formed  of  the  teacher's  fitness  for  his  position  by  study- 
ing his  manner  and  methods  in  teaching  such  subjects  as 
may  be  assigned  to  him  for  that  purpose.  Where  the  in- 
Bpector  finds  defects  in  organization  or  in  methods  of  in- 
struction, he  is  required  to  point  thorn  out  to  the  teacher 
at  the  close  of  his  inspection,  and  at  the  same  time  to 
make  a  record  ot  them  for  consideration  at  his  next  visit. 
With  regard  to  the  equipment  of  the  school,  he  is  to  see 
(a)  that  the  registers  and  class  books  are  properly  and  neat- 
ly kept,  and  ascertain  whether  or  not  entries  are  made 
ther»nn  daily;  (b)  that  the  maps  are  suitable  and  well 
preserved ;  (c)  that  blackboards  are  in  proper  repair,  and 
that  crayons  and  brushes  are  fully  supplied ;  {d)  that  the 
furniture  is  g'^nerally  adequate ;  (e)  that  proper  attention 
is  paid  to  the  heating  and  ventilation  of  the  rooms ;  (/) 
that  the  fences  and  outhouses  are  in  proper  repair ;  (g) 
that  the  school  library  is  properly  cared  for. 


mi 


INSPECTION  OF  SCHOOLS. 


131 


As  soon  as  possible  after  his  visit  he  reports  to  the 
trustees  with  regard  to  the  standing  of  the  school,  the  effi- 
ciency of  the  teachers,  the  equipment  of  the  school,  and 
any  other  matter  which  requires  their  attention.  If  he 
finds  unauthorized  text- books  in  the  school,  the  equip- 
ment deficient,  or  the  regulations  of  the  department  gen- 
erally neglected,  be  is  required  to  make  a  special  report  to 
the  Minister  of  Education,  who  has  power  to  withhold  the 
Government  grant  from  such  school  until  the  defects  re- 
ported by  the  inspector  are  removed. 

The  public-school  inspector  is  responsible,  in  a  certain 
sense,  for  protecting  the  good  name  of  the  profession,  and 
should  he  be  aware  that  any  teacher  is  guilty  of  immoral- 
ity or  has  become  so  incompetent  as  to  discredit  the  pro- 
fession, he  may  suspend  his  certificate  and  call  a  meeting 
of  the  Board  of  Examiners  of  the  county  for  the  purpose 
of  making  a  full  inquiry  into  such  complaints. 

In  addition  to  his  duties  as  public-school  inspector,  he 
is  required  to  visit  the  county  model  school  of  his  district 
twice  during  the  term,  and  to  attend  the  meetings  of  the 
teachers'  institutes  and  to  take  part  in  their  proceedings. 
He  takes  charge  of  all  local  examinations  conducted  by 
the  Education  Department,  makes  up  such  statistical  re- 
turns as  are  required  by  the  department  in  regard  to  the 
enrollment  of  pupils,  their  classification,  local  expenditure 
for  school  purposes,  etc.  Though  not  appointed  by  the 
department,  he  is  to  all  intents  and  purposes  an  officer  of 
the  department,  and  responsible  for  the  proper  enforce- 
ment of  all  regulations  respecting  public  schools  and  for 
educating  public  opinion  in  respect  to  every  question  af- 
fecting the  educational  interests  of  the  province.  In  many 
cases  ho  is  a  judicial  officer,  as  he  decides  upon  disputes 
between  trustees  and  teacher  or  acts  as  an  arbitrator  in 


i: 


I  il 


1 


!9inR 


132 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


' 


the  selection  of  school  sites  or  in  the  adjustment  of  school 
boundaries.  In  the  discharge  of  his  duties  it  is  assumed 
that  he  will  act  from  the  highest  motives  and  so  conduct 
himself  as  to  enjoy  the  undoubted  confidence  of  the  public, 
irrespective  of  any  private  opinion  which  he  may  entertain, 
either  on  political  or  religious  questions. 

The  duties  of  the  sepa,rate-school  inspectors  are  ana- 
logous in  every  respect  to  those  of  public-school  inspec- 
tors, but,  being  appointed  by  the  Educatin*  Department, 
they  are  not  in  any  way  under  the  control  of  ^''^'inty 
Councils. 

High-School  Inspection. — For  the  purpose  of  inspecting 
high  schools  the  province  is  divided  into  two  districts. 
Each  high-school  inspector  is  required  to  visit  the  schools 
of  his  district  at  least  once  a  year.  At  the  end  of  two  years 
he  exchanges  districts  with  his  colleague.  He  is  guided 
in  his  inspection  by  the  educational  standard-,  prescribed 
for  high  schools,  and  it  is  his  duty  to  see  that  these  stand- 
ards are  maintained  ;  he  has  similar  duties  with  regard  to 
the  inspection  of  high-school  premises,  the  equipment  of 
the  high  schools,  etc.,  as  public-school  inspectors  have 
with  regard  to  public  schools.  He  is  also  an  officer  of  the 
department,  and  prepares  the  papers  for  entrance  to  high 
schools  and  such  other  examination  papers  of  a  profes- 
sional character  as  the  department  may  require  from  time 
to  time. 

Inspection  of  Model  Schools. — The  model-school  in- 
spector is  required  to  visit  all  the  model  schools  in  the 
province  at  least  once  in  two  years,  and  to  see  that  they 
are  conducted  according  to  the  regulations  of  the  depart- 
ment. It  is  his  duty  to  examine  tlie  moc'el-school  students 
with  regard  to  tlie  methods  of  instruction  pmctised  in  the 
model  school,  to  see  that  the  practice  school  attached  is 


INSPECTION  OP  SCHOOLS. 


133 


properly  organized,  and  to  give  such  advice  to  the  princi- 
pal of  the  model  school  and  the  teachers  in  training  as  he 
may  consider  necessary  for  their  welfare. 

Inspection  of  Teachers'  Institutes. — The  inspector  of 
teachers'  institutes  is  required  to  attend  meetings  of  the 
teachers'  institute  and  to  discuss  such  matters  affecting 
school  organization  and  methods  of  teaching  as  the  public- 
school  inspector  might  suggest.  He  is  expected  to  give 
addresses  on  subjects  of  a  popular  or  pedagogical  character 
which  would  tend  to  arouse  greater  interest  in  education, 
to  correct  misapprehensions  as  to  the  work  of  the  teacher, 
or  to  excite  a  greater  interest  in  literary  or  scientific 
study. 

Under  the  democratic  influences  which  have  so  rapidly 
developed  in  this  century,  it  is  sometimes  feared  that  the 
educational  interests  of  the  people  may  become  subservi- 
ent to  the  aims  and  ambitions  of  the  partisan  and  the  po- 
litical adventurer.  It  can  not  be  said  that  in  working  out 
the  school  system  of  Ontario  there  is  absolutely  no  polit- 
ical interference,  that  trustees  p»re  always  elected  because 
of  fitness,  and  that  teachers  and  inspectors  are  appointed 
purely  on  their  merits.  In  the  latter  case,  however,  no 
matter  to  what  political  party  the  inspector  belongs,  the 
public  is  reasonably  well  protected  against  incompetence," 
if  not  against  mediocrity,  by  the  fact  that  no  person  is  eli- 
gible to  fill  the  position  of  inspector  who  does  not  possess 
certain  fixed  qualifications  of  a  very  substantial  character. 
Any  partisanship  in  the  discharge  of  his  duties  would 
only  invite  criticism  and  imperil  a  position  of  great  dig- 
nity and  of  comfortable  emolument.  The  experience  of 
twenty-five  years  shows  that  officers  of  this  class  fully 
realize  the  responsibilities  of  their  position,  and  although 
Bsveral  have  retired  of  their  own  motion,  only  one,  so  far 


1 


13^ 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


as  known,  has  been  dismissed  because  of  his  political  par- 
tisanship. 

In  the  appointment  of  teachers,  similar  conditions  pre- 
vail. It  probably  can  not  be  said  that  no  trustee  is  unin- 
fluenced in  his  choice  by  the  political  or  denominational 
leanings  of  the  applicant.  It  may,  however,  be  said  that 
appointments  from  political  motives  are  exceptional,  and 
that  teachers  who  exercise  the  franchise  as  citizens  do  so 
without  offensively  interfering  in  political  contests.  Even 
in  Parliament,  legislation  with  regard  to  school  matters  is 
generally  discussed  upon  its  merits  and  independently  of 
those  political  considerations  which  so  largely  influence 
the  judgment  and  conduct  of  opposing  political  camps. 

Religious  Instruction. — In  the  early  organization  of 
the  public  schools  of  Ontario,  no  rules  were  laid  down 
with  regard  to  the  religious  instruction  of  the  pupils.  The 
absence  of  any  central  authority  for  the  direction  of  the 
teacher  or  for  the  adequate  inspection  of  schools  permitted 
a  large  measure  of  freedom  in  this  matter  as  well  as  in  all 
other  matters  pertaining  to  public-school  education.  It 
was  not  until  the  organization  of  a  Department  of  Educa- 
tion under  a  chief  superintendent,  in  184G,  that  directions 
were  given  to  the  teachers  either  with  regard  to  morals  or 
religion. 

In  the  regulations  of  the  department,  issued  in  1850, 
the  teacher  was  enjoined  "  to  pay  the  strictest  attention 
to  the  morals  and  general  conduct  of  his  pupils,  and  to 
omit  no  opportunity  of  inculcating  the  principles  of  truth 
and  honesty ;  the  duties  of  respect  to  superiors,  and  obedi- 
ence to  all  persons  placed  in  authority  over  them ;  to 
evince  a  regard  for  the  improvement  and  general  welfare 
of  his  pupils ;  to  treat  them  with  kindness  combined  with 
firmness ;  and  to  aim  at  governing  them  by  their  affections 


INSPECTION  OP  SCHOOLS. 


135 


and  reason,  rather  than  by  harshness  and  severity ;  to  cul- 
tivate kindly  and  affectionate  feelings  among  his  pupils ; 
to  discountenance  quarrelling,  cruelty  to  animals,  and  every 
approach  to  vice."  These,  however,  are  moral  obligations 
necessarily  involved  in  the  relation  of  teacher  and  pupil, 
and  must  be  enforced  in  any  school,  even  where  the  doc- 
trines of  Christianity  are  not  the  recognised  standards  of 
faith  and  practice. 

In  the  regulations  adopted  on  the  5th  day  of  August, 
1850,  the  Education  Department  made  its  first  advance 
toward  direct  religious  instruction,  and  "  with  a  view  tc 
secure  the  Divine  blessing,  and  to  impress  upon  the  pupils 
the  importance  of  religious  duties  and  their  entire  de- 
pendence upon  their  Maker,"  the  department  recommended 
that  "  the  daily  exercises  of  each  public  school  be  opened 
and  closed  by  reading  a  portion  of  Scripture,  and  by 
prayer.  The  Lord's  Prayer  alone,  or  the  forms  of  prayer 
approved  by  the  department,  may  be  used,  or  any  other 
prayer  preferred  by  the  trustees  and  master  of  each  school. 
But  the  Lord's  Prayer  shall  form  part  of  the  opening  ex- 
ercise, and  the  Ten  Commandments  shall  be  taught  to  all 
the  pupils,  and  be  repeated  at  least  once  a  week ;  but  no 
pupil  shall  be  compelled  to  be  present  at  these  exercises 
against  the  wish  of  his  parent  or  guardian,  expressed  in 
writing  to  the  master  of  the  school." 

It  will  be  observed  that  the  religious  exercises  here 
enjoined  are  a  matter  of  voluntary  arrangement.  The 
School  Act  of  1843  provided  that  "  no  child  shall  be  re- 
quired to  read  or  study  in  or  from  any  religious  book,  or  to 
join  in  any  exercise  of  devotion  or  religion,  which  shall  be 
objected  to  by  his  or  her  parents  or  guardians :  provided 
always  that,  within  this  limitation,  pupils  shall  be  allowed 
to  receive  such  religious  instruction  as  their  parents  or 


\fi 


136 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


guardians  shall  desire,  according  to  the  general  regulations 
which  shall  be  provided  according  to  law." 

In  these  regulations  religious  instruction,  at  least  so 
far  as  the  reading  of  the  Scriptures  and  devotional  exer- 
cises were  concerned,  was  given  in  the  majority  of  schools 
of  the  province  with  very  satisfactory  results.  To  improve 
and  systematize  the  religious  instruction  of  pupils,  select 
Scripture  readings  were  authorized,  and  a  text-book  was 
prepared  by  the  chief  superintendent,  entitled  Lessons  on 
the  Truths  of  Christianity  for  the  use  of  public  schools. 

The  importance  of  religious  instruction,  or  at  least  of 
the  recognition  of  Christianity  and  its  teachings,  as  part 
of  the  educational  outfit  of  the  pupil,  has  been  recognised 
by  the  Education  Department  ever  since  the  school  system 
was  regularly  organized,  and  where  a  proper  regard  is  paid 
to  the  conscientious  scruples  of  parents  and  guardians 
there  is  no  reason  why  that  recognition  should  not  find 
expression  in  an  authoritative  way.  To  make  it  obliga- 
tory for  teachers  to  conduct  religious  instruction  of  any 
kind  might  be  to  impose  a  burden  upon  their  conscience, 
which  no  state  authority  has  a  right  to  impose.  To  au- 
thorize them,  if  they  were  so  inclined,  to  explain  the 
Scriptures  might  lead  to  the  propagation  of  dogmas  in- 
compatible with  their  usefulness  as  teachers,  and  in- 
volving departmental  responsibility  inconsistent  with  a 
popular  system  of  education.  The  Education  Depart- 
ment, however,  impressed  with  the  necessity  of  giving  at 
least  a  legal  sanction  to  the  teachings  of  Christianity  in 
all  the  public  schools  of  the  province,  authorized  in  1885 
a  series  of  Scripture  readings  and  forms  of  prayer,  the  use 
of  which  was  obligatory  in  all  public  and  high  schools.  If 
the  teacher  had  any  conscientious  scruples  against  the 
reading  of  the  Scriptures  and  the  opening  and  closing  of 


INSPECTION   OP  SCHOOLS. 


137 


the  school  by  prayer,  he  was  to  be  considered  as  discharged 
from  the 'performance  of  this  duty.  Parents  or  guard- 
ians had  the  right  to  withdraw  their  children  from  such 
religious  exercises  at  their  discretion. 

Where  religious  instruction  of  a  more  formal  character 
was  desired,  the  privilege  was  allowed  the  clergy  of  any 
denomination  or  their  authorized  representative  to  give 
religious  instruction  to  pupils  of  their  own  church  in  each 
schoolhouse  at  least  once  a  week  after  the  hour  of  closing 
in  the  afternoon.  Trustees  have  also  the  power  of  reduc- 
ing the  hours  of  regular  study  in  order  to  afford  facilities 
for  religious  instruction. 

The  statistics  of  the  department  show  that  the  regu- 
lations with  regard  to  religious  instruction  are  generally 
observed.  In  1894  the  Scriptures  were  read  in  ninety  per 
cent  of  the  rural  schools  of  the  province,  and  the  devo- 
tional exercises  sanctioned  by  the  department  were  used 
in  ninety- three  per  cent  of  the  schools.  In  every  urban 
school  except  two  the  Scriptures  were  read  daily,  and 
every  urban  school  without  exception  was  opened  and 
closed  with  devotional  exercises.  In  three  hundred  and 
sixty-nine  of  the  rural  schools  religious  instruction  was 
given  by  clergymen  after  school  hours,  and  frequent  visits 
were  paid  to  many  other  schools  as  an  expression  of  their 
sympathy  with  the  work  of  the  teacher. 

In  separate  schools,  whether  Protestant  or  Catholic,  as 
already  intimated,  the  Education  Department  assumes  no 
responsibility  with  regard  to  religious  instruction. 

Departmental  Regulations. — From  the  interest  which 
attaches  to  this  question,  the  regulations  of  the  depart- 
ment are  given  in  detail,  and  are  as  follows  : 

1.  Every  public  and  high  school  shall  be  opened  with 
the  Lord's  Prayer,  and  closed  with  the  reading  of  the 


•41 


Bi 


138 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


Scriptures  and  the  Lord's  Prayer,  or  the  prayer  authorized 
by  the  Department  of  Education. 

2.  The  Scriptures  shall  be  read  daily  and  systematically 
without  comment  or  explanation,  and  the  portions  used 
may  be  taken  from  the  book  of  selections  adopted  by  the 
department  for  that  purpose,  or  from  the  Bible,  as  the 
tr^8tees  by  resolution  may  direct. 

3.  Trustees  may  also  order  the  reading  of  the  Bible  or 
the  authorized  Scripture  selections  by  both  pupils  and 
teachers  at  the  opening  and  closing  of  the  school,  and 
the  repeating  of  the  Ten  Commandments  at  least  once 
a  week. 

4.  No  pupil  shall  be  required  to  take  part  in  any  re- 
ligious exercise  objected  to  by  his  parents  or  guardians, 
and  in  order  to  the  observance  of  this  regulation,  the 
teacher,  before  commencing  a  religious  exercise,  is  to 
allow  a  short  interval  to  elapse,  during  which  the  chil- 
dren of  Roman  Catholics,  and  of  others  who  have  sig- 
nified their  objection,  may  retire. 

6.  If  iii  virtue  of  the  right  to  be  absent  from  the  re- 
ligious exercises,  any  pupil  does  not  enter  the  schoolroom 
till  fifteen  minutes  after  the  proper  time  for  opening  the 
school  in  the  forenoon,  such  absence  shall  not  be  treated 
as  an  offence  against  the  rules  of  the  school. 

6.  When  a  teacher  claims  to  have  conscientious  scru- 
pleg  in  regard  to  opening  or  closing  the  school  as  herein 
prescribed,  he  shall  notify  the  trustees  to  that  effect  in 
writing ;  and  it  shall  be  the  duty  of  the  trustees  to  make 
such  provision  in  the  premises  as  they  may  deem  expe- 
dient. 

7.  The  clergy  of  any  denomination,  or  their  authorized 
representatives,  shall  have  the  right  to  give  religious  in- 
struction to  the  pupils  of  their  own  church,  in  each  school- 


INSPECTION  OP  SCHOOLS. 


139 


house,  at  least  once  a  week,  after  the  hour  of  closing  the 
school  in  the  afternoon  ;  and  if  the  clergy  of  more  than 
one  denomination  apply  to  give  religious  instruction  in 
the  same  schoolhouse,  the  Board  of  Trustees  shall  decide 
on  what  day  of  the  week  the  schoolhouse  shall  be  at  the 
disposal  of  the  clergymen  of  each  denomination  at  the 
time  above  stated.  But  it  shall  be  lawful  for  the  Board  of 
Trustees  and  clergymen  of  any  denomination  to  agree  upon 
any  hour  of  the  day  at  which  a  clergyman,  or  his  author- 
ized representative,  may  give  religious  instruction  to  the 
pupils  of  his  own  church,  provided  it  be  not  during  the 
regular  hours  of  the  school.  Emblems  of  a  denomina- 
tional character  shall  not  be  exhibited  in  a  public  school 
during  regular  school  hours. 


lil 


! 


CHAPTER  IX. 


DENOMINATIONAL  SCHOOLS. 


Under  the  Act  of  1816  the  trustees  of  common  schools 
were  the  sole  judges  of  the  qualifications  of  teachers. 
They  were  also  authorized  to  make  rules  and  regulations 
for  the  good  government  of  the  schools  with  respect  to  the 
teachers  and  pupils  and  to  determine  what  text-books 
should  be  used,  subject  to  the  approval  of  the  Boards  of 
Education  for  the  district. 

The  Boards  of  Trustees,  therefore,  practically  deter- 
mined not  only  who  should  conduct  their  schools,  but  the 
text-books  to  be  used  and  the  course  of  study  which  should 
be  observed  both  by  teachers  and  pupils.  In  localities 
where  the  majority  were  Protestants,  Protestant  teachers 
were  employed ;  and  owing  partly  to  the  scarcity  of  text- 
books and  partly  to  the  education  which  the  early  settlers 
had  received  in  the  schools  of  Great  Britain  and  Ireland, 
the  Bible  was  almost  invariably  used  as  a  text-book  in 
reading.  Where  the  majority  were  Roman  Catholics  they 
had  the  right  to  use  the  powers  which  the  school  act  con- 
ferred upon  them,  and  to  direct  both  the  secular  and  re- 
ligious training  of  their  children  at  the  common  school. 

Aci  of  18^1. — On  the  union  of  Upper  and  Lower  Can- 
ada (Ontario  and  Quebec)  in  1841,  the  establishment  of 
common  schools  and  their  improvement  was  one  of  the 
questions  that  early  engaged  the  attention  of  the  Legisla- 

140 


DENOMINATIONAL  SCHOOLS. 


141 


ture.  In  his  address  at  the  opening  of  Parliament,  Lord 
Sydenham,  the  first  Governor-General,  used  the  following 
language : 

"  A  due  provision  for  the  education  of  the  people  is 
one  of  the  first  duties  of  the  state,  and,  in  this  province 
especially,  the  want  of  it  is  grievously  felt.  The  estab- 
lishment of  an  efficient  system,  by  which  the  blessings  of 
instruction  may  be  placed  within  the  reach  of  all,  is  a 
work  of  difficulty,  but  its  overwhelming  importance  de- 
mands that  it  should  be  undertaken.  I  recommend  the 
consideration  of  that  subject  to  your  best  attention,  and  I 
shall  be  most  anxious  to  afford  you,  in  your  labours,  all  the 
co-operation  in  my  power.  If  it  should  be  found  impos- 
sible so  to  reconcile  conflicting  opinions  as  to  obtain  a 
measure  which  may  meet  the  approbation  of  all,  I  trust 
that  at  least  steps  may  be  taken  by  which  an  advance  to 
a  more  perfect  system  may  be  made,  and  the  difficulty 
under  which  the  people  of  this  province  now  labour  may 
be  greatly  diminished,  subject  to  such  improvements  here- 
after as  time  and  experience  may  point  out." 

In  response  to  this  request  of  the  Governor-General, 
Solicitor-General  Day,  afterward  the  Hon.  Mr.  Justice 
Day,  introduced  a  bill  for  the  improvement  of  the  school 
system  of  the  province.  Petitions  were  presented  to  the 
House  urging  the  Legislature  duly  to  recognise  religious 
instruction  as  an  essential  part  of  the  common-school  edu- 
cation. As  an  illustration  of  the  urgency  of  this  demand, 
the  following  quotation  f^-om  a  petition  signed  by  clergy- 
men and  members  of  the  Church  of  England  may  be 
taken  :  "  Wherefore  your  petitioners  humbly  pray  that  not 
only  may  the  Bible  be  recognised  as  the  class  book  to  be 
universally  taught  in  all  public  schools  and  seminaries 
throughout  the  province  in  which  Protestants  shall  re- 


142 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


PI' 


ceive  their  education,  but  that  it  may  be  put  into  the 
hands  of  all  such  scholars  in  its  full  unabridged  state,  and 
that  no  part  of  it  may  be  withheld  from  them."  The  Mod- 
erator of  the  Presbyterian  Church  of  Canada,  on  behalf  of 
the  Presbyterians,  prayed  "  that  an  enactment  be  made  for 
the  use  of  the  Bible  in  all  the  schools  of  the  province." 
The  Roman  Catholic  bishops  of  Quebec  prayed  "  that  in 
framing  any  school  act  for  the  improvement  of  education, 
care  should  be  taken  that  it  shall  contain  no  enactment 
that  can  prejudice  the  interest  of  her  Majesty's  Roman 
Catholic  subjects."  Of  the  forty-two  petitions  presented, 
thirty-nine  were  from  Protestants,  and  called  for  the  use 
of  the  Bible  in  the  schools. 

The  bill  submitted  by  Mr.  Daly  and  the  petitions  pre- 
sented with  regard  to  education  were  referred  to  a  select 
committee  of  twenty-two^eight  from  Ontario  and  four- 
teen from  Quebec*  As  a  result  of  the  deliberations  of 
the  committee,  a  bill  was  reported  which  received  the  royal 
assent  on  the  18th  day  of  September,  1841,  and  which  con- 
tained the  following  clause :  "  Provided  always,  and  be  it 
enacted,  that  whenever  any  number  of  the  inhabitants  of 
any  township  or  parish,  professing  a  religious  faith  differ- 
ent from  that  of  the  majority  of  the  inhabitants  of  such 
township  or  parish,  shall  dissent  from  the  regulations,  ar- 
rangements, or  proceedings  of  the  common-school  com- 
missioners, with  reference  to  any  common  school  in  such 
township  or  parish,  it  shall  be  lawful  for  the  inhabitants 
so  dissenting,  collectively,  to  signify  such  dissent  in  writ- 

*  The  Ontario  members  were  Messrs.  John  S.  Cartwright,  M  1- 
colm  Cnraeron,  Buncombe,  Merritt,  Park,  Thorburn,  Fran '■'  '  ks, 
and  John  Prince.   The  Quebec  members  were  Messrs.  Ne:  Mrap- 

son,  Moflfat,  Quesnel,  Allwin,  Christie,  Morin,  Child,  Pare*  liobert- 
son,  Holmes,  Foster,  Berthelot,  and  Viger. 


iilil' 


DENOMINATIONAL  SCHOOLS. 


143 


n 


It,  y  1- 

,  c>ifnp- 
Robert- 


ing  to  the  clerk  of  the  district  cour  cil,  with  the  name  or 
names  of  one  or  more  persons  elected  by  them  as  tlieir 
trustee  or  trustees,  for  the  purposes  of  this  act ;  and  the 
said  district  clerk  shall  forthwith  furnish  a  certified  copy 
thereof  to  the  district  treasurer ;  and  it  shall  be  lawful  for 
such  dissenting  inhabitants,  by  and  through  such  trustee 
or  trustees,  who  for  that  purpose  shall  hold  and  exercise 
all  rights,  powers,  and  authorities,  and  be  subject  to  the 
obligations  and  liabilities  hereinbefore  assigned  to  and 
imposed  upon  the  common-school  commissioners,  to  estab- 
lish and  maintain  one  or  more  common  schools  in  the  man- 
ner, and  subject  to  the  visitation,  conditions,  rules,  and 
obligations,  in  this  act  provided  with  reference  to  other 
common  schools,  and  to  receive  from  the  district  treasurer 
their  due  proportion,  according  to  their  number,  of  th« 
moneys  appropriated  by  law,  and  raised  by  assessment  for 
the  support  of  common  schools,  in  the  school  district  or 
districts  in  which  the  said  inhabitants  reside,  in  the  same 
manner  as  if  the  common  schools  so  to  be  established  and 
maintained  under  such  trustee  or  trustees  were  estab- 
lished and  maintained  under  the  said  common-school  com- 
missioners, such  moneys  to  be  paid  by  the  district  treas- 
urer upon  the  warrant  of  the  said  trustee  and  trustees." 

By  section  16  of  the  same  act,  provision  was  made  for 
the  appointment  of  Boards  of  Examiners  for  each  city  or 
town,  to  fee  composed  of  not  less  than  six  nor  more  than 
fourteen  persons,  half  of  whom  should  be  Protestants  and 
the  other  half  Roman  Catholics.  The  mayor  of  the  city 
or  town  was  ex  officio  chairman  of  the  board.  The  Catho- 
lic section  was  given  full  jurisdiction  over  all  the  schools 
attended  by  Roman  Catholics,  and  had  a  right  to  appoint 
its  own  chairman.  The  Protestant  section  had  similar 
powers  with  regard   to  schools  attended   by  Protestant 


144 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


childreu.  In  the  case  cf  mixed  schools,  the  board,  as  a 
whole,  exercised  undivided  jurisdiction.  This  board,  or 
either  section  of  it,  had  power  to  examine  candidates  for 
teachers'  certificates,  to  select  the  text-books  for  pupils, 
aod  to  make  rules  and  regulations  for  the  government  of 
the  schools  of  their  section. 

By  section  4  of  the  act  it  was  provided  that  no  person 
should  be  appointed  a  teacher  in  any  school  who  was  not 
a  subject  of  her  Majesty  either  by  birth  or  by  naturaliza- 
tion, and  who  had  not  passed  an  examination  as  to  his 
ability  as  a  teacher  before  the  proper  authorities,  unless 
such  person  belonged  to  the  order  known  as  Les  Freres 
de  la  Doctrine  Chrctienne. 

This  is  liie  first  recognition  of  denominational  schools 
by  act  of  Parliament  in  the  history  of  Ontario,  containing 
m  these  sections  all  the  characteristics  of  the  present  Sepa- 
rate-School Act  of  the  province,  viz. : 

1.  The  right  of  Roman  Catholics  to  establish  separate 
schools  for  their  own  children. 

2.  The  right  to  appoint  teachers  of  their  own  faith. 

3.  The  right  to  public  moneys  for  the  maintenance  of 
their  own  schools. 

4.  The  right  of  members  of  a  religious  order  to  be  rec- 
ognised teachers  without  examination. 

Act  of  1843. — Owing  to' the  dissimilar  educational  in- 
terests of  the  two  provinces  the  Act  of  1841  was  repealed, 
and  in  1843  separate  acts  were  passed  for  each  province. 
In  the  act  passed  for  Ontario,  the  principle  of  the  Act  of 
1 841  with  regard  to  denominational  schools  was  retained, 
but  in  a  modified  form. 

1.  It  was  provided  that  no  separate  school  could  bo 
established  for  Roman  Catholics  unless  the  teacher  of  the 
common  school  was  a  Protestant,  and  no  separate  school 


TENOMINATIONAL  SCHOOLS. 


145 


could  be  established  for  Protestants  unless  the  teacher  was 
a  Roman  Catholic. 

2.  Application  for  a  separate  school  must  be  signed  by 
ten  or  more  resident  freeholders  or  householders  of  the 
school  section  or  of  the  city  or  town  in  which  it  was  pro- 
posed to  establish  a  separate  school,  and  approved  by  the 
council  or  local  superintendent. 

3.  On  such  approval  being  given,  the  separate  school 
was  entitled  to  receive  its  share  of  public  grants  accord- 
ing to  the  number  of  children  in  attendance.  Separate 
schools,  however,  were  to  be  subject  to  the  same  inspec- 
tion as  common  schools,  and  the  course  of  study  to  the 
approval  of  the  school  superintendent  of  the  district. 

In  1850  it  was  provided  that  no  separate  school  should 
be  established  for  Protestants  or  Ronian  Catholics  except 
on  the  petition  of  twelve  heads  of  fatuilies,  instead  of  the 
petition  of  ten  householders,  as  under  the  previous  acts. 
Public  aid  was  to  be  given  upon  the  average  attendance 
at  separate  schools  as  compared  with  the  average  attend- 
ance at  common  schools  of  the  district.  No  change  was 
made  with  regard  to  other  provisions  of  previous  acts  of 
Parliament. 

Although  Protestants  and  Catholics  were  thus  allowed 
the  privilege  of  establishing  separate  schools  for  the  chil- 
dren of  their  own  faith,  and  although  they  shared  in  the 
grant  made  by  the  Legislature  for  the  maintenance  of 
common  schools,  they  were  nevertheless  liable  for  all 
assessments  for  the  maintenance  of  common  schools  which 
the  municipality  miglit  impose.  The  effect  of  this  pro- 
vision of  the  law  was  that  they  were  doubly  burdei^ed : 
first,  for  the  necessary  school  accommodation  for  their 
own  children;  and,  second,  for  the  maintenance  of  the 
commoa  or  mixed  schools,  from  which  they  received  no 
11 


fc 


146 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


direct  benefit.  The  Roman  Catholics  claimed  that  as  the 
principle  of  separate  schools  at  which  they  could  educate 
their  own  children  practically  in  their  own  way  was  con- 
ceded, and  as  they  were  permitted  to  share  in  the  grants 
made  by  the  Government  to  common  schools,  thev  should 
not  be  subject  to  this  double  burden. 

Act  of  1852. — As  a  consequence  of  this  demand,  the 
Common-School  Act  of  Ontario  was  amended  in  1852,  by 
which  separate  schools  were  allowed  the  following  privi- 
leges : 

1.  Where  the  supporters  of  a  separate  school  raised  by 
subscription  an  amount  equal  to  the  assessment  imposed 
by  the  trustees  of  the  common  schools  for  common-school 
purposes,  then  such  separate-school  supporters  should  be 
exempted  from  all  rates  for  the  support  of  the  common 
school. 

2.  The  Government  grant  payable  to  separate  schools 
was  to  be  in  proportion  to  the  average  attendance  of  chil- 
dren at  separate  schools,  as  compared  with  the  attendance 
of  common  schools  in  the  same  municipality. 

3.  So  soon  as  the  supporters  of  separate  schools  ceased 
to  subscribe  an  amount  equal  to  the  sum  for  which  they 
would  be  liable  for  common-school  purposes,  then  they 
became  liable  for  common-school  rates. 

4.  A  certificate  of  qualification  signed  by  a  majority  of 
the  trustees  of  a  separate  school  was  sufficient  qualifica- 
tion for  a  separate-school  teacher.  Under  the  previous 
act  separate-school  teachers  were  examined  by  the  district 
Board  of  Examiners. 

5.  Separate-school  trustees  were  constituted  corpora- 
tions with  power  to  impose  school  rates  upon  persons 
sending  children  to  or  subscribing  toward  the  support  of 
separate  schools,  and  they  were  invested  with  the  same 


DENOMINATIONAL  SCHOOLS. 


147 


[rpora- 

lersons 

)ort  of 

same 


power  to  coilect  school  rates  as  were  enjoyed  by  the 
trustees  of  common  schools.  This  power  they  did  not 
possess  under  previous  acts. 

6.  The  supporters  of  separate  schools  were  not  allowed 
to  vote  at  the  election  of  trustees  for  common  schools. 

Act  of  1865. — In  1855  the  question  of  separate  schools 
was  again  before  the  Legislative  Assembly,  and  a  short 
bill  passed  repealing  all  previous  legislation  with  regard  to 
separate  schools,  but  re-enacting  in  a  diflferent  form  near- 
ly all  the  privileges  which  the  Legislature  had  conferred 
upon  them  in  previous  years. 

As  the  question  had  now  entered  the  political  arena, 
and  had  been  taken  up  with  that  intensity  which  char- 
acterizes the  contests  of  political  parties,  it  became  quite 
apparent  that  any  settlement  that  did  not  meet  the  rea- 
sonable expectation  of  th'^  Koman  Catholics  was  but  to 
prolong  the  struggle  and  to  foster  antagonisms  which 
might  prove  injurious  to  the  future  of  the  whole  country. 
Numerically,  Roman  Catholics  and  Protestants  were  about 
equal  in  population.  The  representatives  from  the  Prov- 
ince of  Quebec  alleged  that  they  were  justified  in  sup- 
porting separate  schools  for  the  Catholics  of  Ontario, 
because  of  the  liberal  concessions  they  had  made  to  the 
Protestant  minority  of  their  province.  Parliament  had 
by  repeated  legislation  acknowledged  the  principle  of 
separate  schools ;  then  why  should  Parliament,  they  asked, 
refuse  such  legislation  as  would  give  those  for  whom  sepa- 
rate schools  were  intended  greater  control  over  them  ? 

As  a  result  of  this  agitation  the  election  of  members 
of  Parliament  was  largely  determined  by  their  attitude 
with  respect  to  separate  schools.  It  was  not,  however, 
until  18G3  that  a  measure  was  approved  by  the  Legisla- 
ture which  practically  placed  the  separate  schools  in  the 


148 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


I 


position  they  now  occupy,  and  which  has  in  a  large  meas- 
ure relieved  the  question  of  that  acutcness,  at  all  events, 
as  a  political  issue,  which  characterized  it  for  the  previous 
twenty  years. 

Act  of  1863.— The  bill  of  1863  was  introduced  by  Mr. 
II.  W.  Scott,  member  for  the  city  of  Ottawa,  and  now  a 
member  of  the  Senate  of  Canada.  This  bill  was  sup- 
ported by  twenty-two  members  from  Ontario  and  by  fifty- 
four  from  the  Province  of  Quebec ;  of  those  who  voted 
against  it,  thirty  were  from  Ontario  and  only  one  from 
the  Province  of  Quebec.  Although  amended  in  some  re- 
spects by  recent  legislation,  no  material  change  has  been 
made  in  any  of  its  main  features.  And  so  separate  schools 
for  Roman  Catholics  and  Protestants  as  they  at  present 
exist  under  the  public-school  system  of  the  Province  of 
Ontario  may  now  be  considered. 

Organization  of  Roman  Catholic  Separate  Schools. — 
Any  number  of  persons,  not  less  than  five  being  heads  of 
families,  and  householders  or  freeholders,  resident  within 
any  school  section  of  any  township,  incorporated  village, 
or  town,  or  within  any  ward  of  any  city  or  town,  being 
Roman  Catholics,  may  convene  a  public  meeting  of  per- 
sons desiring  to  establish  a  separate  school  for  Roman 
Catholics  for  the  purpose  of  electing  three  trustees  for 
the  management  of  such  school.  Notice  of  this  meeting 
must  be  given  to  the  reeve  or  head  of  the  municipality 
or  to  the  chairman  of  the  School  Board,  and  from  the 
day  of  the  delivery  and  receipt  of  such  notice  the  persons 
elected  at  this  meeting  become  a  corporation  for  separate- 
school  purposes. 

In  rural  schools  three  trustees  constitute  a  corporation. 
In  urban  schools  two  trustees  are  elected  for  each  ward 
into  which  the  municipality  is  divided,  the  same  as  in  the 


ill 


DENOMINATIONAL  SCHOOLS. 


149 


case  of  public  schools.  Any  person  being  a  British  sub- 
ject,  twenty-one  years  of  age,  is  eligible  for  election  as  a 
trustee,  and  any  person  twenty-one  years  of  age  who  is  a 
separate-school  supporter  has  a  right  to  vote  for  a  separate- 
school  trustee.  Elections  for  separate-school  trustees  are 
held  at  the  same  time  as  elections  for  public-school  trus- 
tees, and  proceedings  at  such  elections  are  in  every  respect 
similar.  Where  the  Board  of  Trustees  asks  the  election  to 
be  by  ballot  in  cities,  towns,  or  incorporated  villages,  the 
elections  are  so  held ;  but  instead  of  being  conducted  by 
municipal  officers,  as  in  the  case  of  public-school  elec- 
tions, they  are  conducted  by  officers  appointed  by  the 
separate-school  bo&/d. 

Wlio  are  Separate- School  Supporters. — Any  person 
who  desires  to  become  legally  recognised  as  a  separate- 
school  supporter  is  required  to  give  notice  in  writing  to 
the  clerk  of  the  municipality  that  he  is  a  Boman  Catholic, 
and  the  supporter  of  a  separate  school  situated  in  the 
municipality  or  in  a  municipality  contiguous  to  the  one 
in  which  he  resides.  Such  notice  exempts  the  person 
giving  the  same  from  the  payment  of  all  rates  imposed 
for  the  support  of  public  schools  or  for  public-school  li- 
braries, or  for  the  purchase  of  land  for  a  school  site,  or 
for  the  erection  of  buildings  for  public-school  purposes 
within  the  municipality  or  school  section  in  which  he 
resides,  so  long  as  such  person  continues  a  supporter  of  a 
separate  school.  It  is  not  necessary  that  this  notice  shall 
be  renewed  annually. 

While  this  notice  rel'sves  the  person  from  all  future 
liability  for  the  maintenance  of  public  schools,  it  does  not, 
however,  relieve  him  from  any  obligations  that  may  have 
been  incurred  by  the  public-school  trustees,  such  ns  the 
payment  of  debentures  for  school  buildings  while  he  was 


'^1 


150 


THE  SCHOOL  SYSTEM   OF  ONTARIO. 


a  public-school  supporter.  As  it  would  be  impossible  for 
municipal  councils  to  divide  a  municipality  into  public 
and  separate-school  sections,  owing  to  the  fact  that  Prot- 
estants and  Roman  Catholics  are  distributed  generally 
throughout  the  municipality,  the  law  provides  that  any 
person  within  three  miles  in  a  direct  line  of  the  site  of 
the  separate  school,  who  gives  the  notice  required  by  law, 
shall  be  deemed  a  separate-school  supporter.  The  occu- 
pant or  tenant  of  any  land  within  the  three-mile  limit,  if 
a  Catholic,  has  the  right  to  declare  himself  a  separate- 
school  supporter  and  to  require  that  any  tax  chargeable 
on  such  land  shall  go  for  separate-school  purposes.  This 
right  he  enjoys  even  if  the  land  is  owned  by  a  Protestant. 
Conversely,  where  the  tenant  is  a  Protestant  and  the  owner 
a  Catholic,  the  Protestant  will  be  regarded  as  a  public- 
school  supporter.  Although  Protestants  may,  if  they 
choose,  send  their  children  to  a  separate  school,  they  can 
not  claim  exemption  from  public-school  rates  on  that 
account. 

Joint-stock  companies  may  under  certain  conditions 
require  that  that  portion  of  the  joint-stock  property  owned 
by  Roman  Catholics,  or  their  relative  interest  in  the  prop- 
perty,  shall  be  assessed  for  separate- school  purposes.  The 
policy  of  the  law  is  to  allow  Roman  Catholics  the  privi- 
lege, where  they  have  formed  a  separate  school,  of  appro- 
priating without  any  reservation,  except  as  to  previous 
obligations,  all  their  property  for  the  maintenance  of  their 
own  schools. 

If  a  Roman  Catholic  desires  to  withdraw  his  support 
from  a  separate  school,  he  may  do  so  on  giving  notice  in 
writing  to  the  clerk  of  the  municipality,  and  in  that  case 
he  is  no  longer  liable  for  separate-school  rates,  but  he  re- 
mains liable  for  any  debts  incurred  by  the  trustees  of  the 


DENOMINATIONAL  SCHOOLS. 


151 


separate  school  during  the  time  ho  was  rated  as  a  sup- 
porter of  it.  Roman  Catholics  arc  as  free  to  support  a 
public  school  as  a  separate  school,  and,  as  a  matter  of  fact, 
some  of  them  do  support  the  public  school  even  where 
they  are  in  reach  of  a  separate  school,  although  this  is  the 
exception  and  not  the  rule. 

Separate  Schools^  how  supported. — Separate  schools  are 
supported  {a)  by  a  grant  from  the  provincial  treasury, 
paid  upon  the  basis  of  average  attendance,  subject  to  pre- 
cisely the  same  conditions  as  the  grant  paid  to  public 
schools ;  {h)  by  a  rate  levied  by  the  trustees  upon  the  tax- 
able property  of  the  supporters  of  the  school.  This  rate 
the  trustees  collect  by  officers  of  their  own  appointment 
or  through  the  collector  of  the  municipality,  as  they  pre- 
fer ;  (c)  by  fees  from  the  pupils  attending  separate  schools. 

By  law,  separate  schools  are  not  free,  as  the  term  is 
understood  when  applied  to  public  schools,  although  as  a 
matter  of  practice  fees  are  not  charged  by  any  Board  of 
Trustees  in  the  province. 

Separate- School  Teachers. — There  are  two  classes  of 
teachers  employed  in  separate  schools :  one  class  known  as 
lay  teachers,  who  are  subject  to  the  same  examinations 
and  receive  their  certificate  of  qualification  in  the  same 
way  as  public-school  teachers ;  the  other  class  known  as 
religious  teachers,  who  are  not,  under  the  Separate-School 
Act,  subject  to  any  examination  whatsoever.  Of  those 
employed  in  separate  schools  in  1894,  323  were  lay  teach- 
ers and  391  teachers  belonging  to  some  religious  order. 

It  does  not  follow,  however,  because  religious  teachers 
are  not  subject  to  an  examination,  that  they  are  either 
deficient  in  regard  to  literary  qualifications  or  exempt 
from  the  control  of  the  department.  Should  any  teacher, 
whether  lay  or  religious,  be  regarded  as  deficient,  either  as 


152 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


to  his  power  of  maintaining  order  or  of  advancing  the 
efficiency  of  his  pupils,  it  is  within  the  province  of  the 
Education  Department  to  withhold  the  school  grant  in 
such  cases,  and  the  trustees  would  he  obliged  to  replace 
such  teacher  by  some  person  who  would  discharge  the 
duties  satisfactorily  to  the  department.  Teachers  of  sepa- 
rate schools  are  under  the  same  regulations  with  regard  to 
their  duties  and  privileges  as  the  teachers  of  public  schools. 
Complaints  betweeh  teachers  and  trustees  are  settled  either 
by  the  Minister  of  Education  or  before  a  county  judge. 

Courses  of  Study — Text- Books  and  Inspection. — The 
courses  of  study  in  separate  schools  are  similar  to  those 
laid  down  by  the  regulations  of  the  Education  Department 
for  public  schools.  With  regard  to  text-books,  a  gi eater 
liberty  of  choice  is  permitted  than  in  public  schools.  In 
the  majority  of  separate  schools  public-school  text-books 
are  used,  except  in  reading  and  history. 

The  separate  schools  are  inspected  by  oflBcers  appointed 
by  the  Education  Department.  These  officers  possess  the 
same  qualifications  as  public-school  inspectors ;  they  con- 
duct the  inspection  in  a  similar  way.  and  report  annually 
to  the  trustees  of  the  school  and  to  the  Minister  of  Educa- 
tion as  to  the  efficiency  and  standing  of  each  school. 

With  regard  to  the  religious  instruction  which  consti- 
tutes an  essential  feature  of  separate  schools,  the  depart- 
ment lays  down  no  regulations  and  exercises  no  jurisdic- 
tion, nor  does  it  fix  any  limit  as  to  the  time  to  be  devoted 
to  this  purpose.  All  that  is  required  in  order  to  the  pay- 
ment of  the  school  grant  is  that  the  efficiency  of  the  school 
and  the  standing  of  the  pupils  are  sufficiently  meritorious, 
having  regard  to  the  attainments  of  pupils  of  the  same 
age  in  the  public  schools.  So  far  as  departmental  con- 
trol is  concerned,  the  Minister  of  Education  stands  in  pre- 


DENOMINATIONAL  SCHOOLS. 


153 


ciselj  the  same  relation  to  the  separate  schools  as  he  does 
to  any  other  branch  of  the  school  system,  and  no  author- 
ity, lay  or  clerical,  has  a  right  to  interfere  with  him  in  tho 
legal  discharge  of  his  duties. 

Protestant  Separate  Schools. — Side  by  side  with  the 
recognition  of  the  privileges  granted  to  Roman  Catholics 
for  the  establishment  of  separate  schools  for  the  children 
of  their  own  faith  was  recognised  the  principle  of  separate 
schools  for  the  children  of  Protestants.  Such  schools  are 
organized  in  the  same  way  as  Roman  Catholic  schools,  with 
these  exceptions : 

1.  Protestant  separate  schools  can  not  be  established 
unless  the  teacher  is  a  Roman  Catholic. 

2.  In  order  to  be  entitled  to  a  grant  by  the  Legislature, 
the  supporters  of  Protestant  separate  schools  must  subscribe 
annually  a  sum  equal  to  the  amount  which  the  supporters 
thereof  would  be  rated  in  order  to  obtain  the  Government 
grant  if  such  Protestant  separate  school  did  not  exist. 

3.  Protestant  separate- school  supporters  may  withdraw 
by  ceasing  to  subscribe  for  the  support  of  a  separate  school 
or  by  sending  their  children  to  a  public  school. 

Protestant  separate  schools  are  established  only  where 
a  few  Protestant  families  have  settled  in  a  school  section 
controlled  by  Roman  Catholics.  So  rarely  is  that  control 
exercised  in  a  manner  distasteful  to  Protestants,  that  only 
ten  separate  Protestant  schools  exist  in  the  whole  province. 

The  qualifications  of  teachers  in  Protestant  separate 
schools,  the  text-books  used,  and  the  supervision  exercised 
over  them  are  identical  with  that  exercised  in  the  case  of 
public  schools. 

Coloured  Separate  Schools. — In  a  few  localities  in  the 
province,  owing  to  the  existence  of  large  settlements  of 
coloured  people,  separate  schools  are  permitted,  at  which 


'i:- 


■  I  1 


i 

m 


154 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


the  children  of  coloured  people  attend.  These  schools  are 
organized,  conducted,  and  inspected  the  same  as  Protestant 
separate  schools. 

It  must  be  observed  here  that  while  under  the  school 
system  of  Ontario  separate  schools  are  allowed,  there  is  no 
cleavage  of  a  denominational  character  beyond  the  elemen- 
tary or  public  school.  In  high  schools,  as  well  as  in  the 
university,  no  religious  distinction  of  any  kind  is  recog- 
nised either  as  to  pupils,  teachers,  or  courses  of  study. 
Should  pupils,  however,  desire  to  absent  themselves  from 
the  religious  exercises  of  the  high  school  or  the  devotional 
exercises  of  the  university,  they  are  at  liberty  to  do  so,  and 
are  not  amenable  to  any  discipline  because  of  such  action. 

It  may  be  said  that  separate  schools  are  necessarily  less 
efficient  than  public  schools.  This  depends  entirely  upon 
the  vigilance  of  the  Education  Department,  and  the  thor- 
oughness with  which  the  work  of  inspection  is  conducted. 
Separate  schools  have  no  immunities  under  the  school  sys- 
tem of  Ontario  by  which  the  standards  of  elementary  edu- 
cation can  be  lowered  or  the  intellectual  improvement  of 
the  children  attending  them  impaired.  The  whole  ques- 
tion is  one  of  administration,  and  the  policy  which  pro- 
duces an  efficient  public-school  system  will,  if  honestly 
administered,  produce  the  same  results  in  the  separate 
schools. 

Control  of  the  Dominion  Government  over  Separate 
Schools. — Under  the  British  Korth  America  Act,  power 
has  been  taken  to  pass  legislation  with  regard  to  separate 
schools  where,  in  the  opinion  of  the  Dominion  Parliament, 
inj-^stice  has  been  done  to  the  minority.  For  instance, 
if  it  should  appear  that  the  Protestant  minority  in  Quebec, 
or  the  Roman  Catholic  minority  in  Ontario,  or  in  any 
other  province,  were  deprived  of  any  right  or  privilege 


DENOMINATIONAL  SCHOOL; 


155 


which  they  had  by  law  at  the  time  of  the  federation  of 
the  British  provinces  in  1807,  it  is  held  that  the  Dominion 
Parliament  could  pass  remedial  legislation  restoring  to 
the  minority,  in  such  cases,  the  privileges  of  which  they 
were  deprived  by  the  Provincial  Legislatures.  In  1890  the 
Legislature  of  Manitoba  repealed  all  previous  legislation 
which  had  been  passed  for  the  establishment  of  separate 
schools  in  that  province,  substituting  therefor  a  system  of 
public  schools  for  the  province  without  any  distinction  as 
to  denomination  or  creed.  Considerable  litigation  arose 
oat  of  this  action  of  the  Manitoba  Legislature,  the  result 
of  which  has  been  that  the  Dominion  Government  con- 
siders itself  called  upon  to  interfere  on  behalf  of  the  Ro- 
man Catholics  of  Manitoba,  with  a  view  to  the  re-estab- 
lishment of  separate  schools  in  that  province. 


f  1  'i 

m 


I 


if 

% 

5-*  t. 


CHAPTER  X. 

SCHOOL  LIBRARIES,  PUBLIC   LIBRARIES,  AND 
TEXT- BOOKS. 

In  the  School  Act  of  1850  authority  was  given  the 
Chief  Superintendent  of  Education  "  to  employ  all  lawful 
means  in  his  power  to  promote  the  establishment  of  school 
libraries  for  general  reading  in  the  several  townships,  cities, 
towns,  and  incorporated  villages  of  the  province." 

In  order  to  assist  in  the  establishment  of  such  libra- 
ries, the  Legislature  voted  the  sum  of  $12,000,  and  author- 
ized the  chief  superintendent  to  apportion  the  same,  sub- 
ject to  the  regulations  of  the  Education  Department.  In 
1853  the  Education  Department  sanctioned  the  expendi- 
ture of  this  money  for  the  establishment  of  libraries  in 
school  sections  and  in  townships  as  the  local  authorities 
might  see  fit.  Township  councils  were  authorized  to  keep 
the  library  in  some  central  place  in  the  township,  or  to 
divide  it  into  as  many  parts  as  there  were  school  sections 
in  the  township.  When  the  library  was  divided  into  sec- 
tions the  trustees  were  required — at  regular  periods  of  not 
more  than  a  year — to  see  that  the  portion  allotted  to  them 
was  transferred  to  another  school  section,  and  in  this  way 
the  books  were  removed  from  one  section  to  another  in 
rotation.  The  Education  Department  also  authorized  the 
preparation  of  a  catalogue,  and  the  choice  of  books  was 

156 


en  the 

lawful 

:  school 

3,  cities, 

libra- 
author- 
ae,  sub- 
nt.    In 
xpendi- 
taries  in 
lorities 
to  keep 
or  to 
sections 
nto  sec- 
s  of  not 
to  them 
;his  way 
)ther  in 
ized  the 
loks  was 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  157 

limite(d  to  the  list  so  prepared.  The  Government  grant 
to  libraries  was  equal  to  the  amount  raised  by  the  locality. 
In  order  to  guard  against  the  circulation  of  unsuitable 
books,  the  Education  Department  established  a  book  de- 
pository and  imported  books  from  the  foreign  market  for 
the  use  of  section  and  township  libraries.  The  book  trade, 
however,  regarded  such  a  depository  as  a  competitor  with 
the  legitimate  book-selling  business,  and  in  1881  the  de- 
pository was  abolished  and  libraries  supplied  through  the 
ordinary  channels  of  trade. 

Although  the  effort  to  establish  school  libraries  was 
not  as  satisfactory  as  could  be  desired,  they  proved  of  great 
advantage  to  some  of  the  more  remote  parts  of  the  prov- 
ince. In  the  twenty-nine  years  during  which  the  Educa- 
tion Depository  existed  298,743  volumes  were  sent  out  to 
school  sections  and  township  libraries,  valued  at  $178,510. 
School  libraries  ceased  to  exist  with  the  withdrawal  of  the 
grant.  Their  place  has,  however,  been  more  than  filled 
by  the  establishment  of  public  libraries  in  all  parts  of  the 
province. 

Public  libraries  were  first  known  under  the  term 
"  Mechanics'  Institutes."  The  first  institute  in  Ontario 
was  opened  in  Toronto  in  1835,  and  received  a  grant  from 
the  Legislature  of  $400  for  the  purchase  of  books  and 
philosophical  instruments.  In  the  same  year  a  library 
was  opened  at  Kingston,  and  in  1842  another  at  London, 
all  of  which  received  aid  from  the  provincial  treasury. 

In  1868  provision  was  made  for  the  establishment  of 
evening  classes  in  connection  with  public  libraries,  and 
for  the  founding  of  a  reference  library  to  consist  of  books 
on  architecture,  engineering  and  building,  manufactures 
and  industrial  art,  agriculture  and  horticulture,  technical 
chemistry  and  experimental  philosophy.    The  Government 


^ 


n 
it' 


■if 


Tiiii- 


I' 


^i 


I  uL 


'I 


.i:. 


158 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


grant  paid  to  each  public  library  was  to  be  proportioned 
to  the  amount  of  money  expended  by  the  local  board  on 
books  of  a  scientific  character.  In  1872  public  libraries 
were  subjected  to  the  supervision  of  the  Inspectors  of  Pub- 
lic Schools  who  were  to  report  with  regard  to  them  to  tlio 
Education  Department. 

Notwithstanding  the  anxiety  of  the  Legislature  to  pro- 
mote the  establishment  of  public  libraries,  the  progress  made 
was  not  satisfactory.  The  great  difficulty  in  maintaining 
them  as  the  law  then  existed  was  the  want  of  local  support. 
The  directors  were  dependent  entirely  upon  voluntary  sub- 
scriptions and  the  small  grant  made  by  the  Government. 
After  paying  the  rent  of  rooms  and  other  expenses  of 
maiutenance  the  sum  available  for  books  was  necessarily 
very  small,  and  it  wus  difficult  for  the  board  to  find  the 
means  of  supplying  libraries  with  fresii  and  attractive 
literature. 

Free  Libraries.  —  In  1883  an  act  called  the  Public 
Libraries  Act  was  passed,  which  authorized  the  municipal 
council  of  any  city,  town,  or  incorporated  village  on  the 
petition  of  a  certain  number  of  electors,  to  submit  a  by-law 
to  the  votes  of  the  ratepayers  for  the  estjiblishment  of  a 
free  public  library.  A  board  of  management  was  con- 
stituted under  this  act,  consisting  of  the  mayor  of  the  city 
or  town  or  the  reeve  of  tlie  village,  three  other  persons  to 
bo  appointed  by  the  council  of  the  municipality,  three  by 
the  Public  School  IJoard,  and  two  by  the  Separate-School 
Board  of  tlie  city  or  town  in  which  the  library  was  to  be 
located.  This  board  was  to  have  the  power  of  purchasing 
a  site  and  erecting  suitable  buildings  for  a  library  and  read- 
ing room.  It  was  also  to  have  the  general  management, 
regulation,  and  control  of  the  library  and  reading  room, 
with  power  to  make  regulations  for  the  purchase,  circula- 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  159 


tion,  and  diatribution  of  books  and  papers.  As  a  corpora- 
tion the  board  had  the  right  of  fixing  its  own  meetings 
and  carrying  on  its  business  independent  of  ail  municipal 
control.  The  money  required  for  buildings  and  equipment 
was  raised  by  the  debentures  of  the  municipality.  Tiie 
annual  expenditure  of  the  board  (not  including  buildings) 
was  limited  to  the  amount  that  would  be  produced  by  a 
rate  of  half  a  mill  on  the  dollar  on  the  real  and  personal 
property  of  the  municipality.  In  the  case  of  cities  with  a 
population  over  100,000  this  amount  was  not  to  exceed  one 
quarter  of  a  mill  on  the  doU'ir.  T -le  library  and  readmg 
room  were  to  be  free  to  all  residents  of  the  municipality. 

The  first  free  public  library  established  under  this 
act  was  opened  in  Toronto  in  1884.  Tiie  expenditure  of 
the  board  on  buildings  and  books  has  already  amounted 
to  over  $200,000.  In  addition  to  a  circulating  library,  the 
board  of  management  has  established  a  very  valuable  ref- 
erence library  of  over  30,000  volumes. 

Subsequently  free  i)U blic  libraries  have  boon  opened 
and  maintained  by  the  municipalities  under  tlie  Act  of 
1883  in  eight  cities  and.  in  four  of  the  large  towns  of 
the  province,  with  assets  etitimatod  at  ift.'J30,0()0,  contain- 
ing 1()5,000  volumes,  and  an  aggregate  circulation  for  the 
year  of  over  l,5^>o.000  volumes.  The  appropriation  of  the 
Oovortiment  fo'*  ea.'h  library  and  reading  room  is  i|f^.')0  in 
cities  and  U^)0  m  towns.  The  annual  axpenditure  for 
library  purposes  by  the  province  (including  local  and 
Government  grants)  in  IHD.j  was  over  $]r)0,0()(>. 

Minor  Free  Librariva. — The  greatest  obstacle  to  the 
general  establishmeni  of  free  lil)nu-ie8  is  the  cost  of  suit- 
able buildings  and  promises.  In  small  municipt».ities  it 
has  been  found,  however,  that  wljile  the  people  may  not 
be  willinfT  to  incur  the  larger  expenditure  necessary  for  a 


I; 


1   I 

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IGO 


TUE  SCHOOL  SYSTEM  OF  ONTARIO. 


library  building,  they  are  not  unwilling  to  contribute 
annually  a  moderate  sum  for  the  purchase  of  books  and 
for  coLtingent  expenses.  Accordiogly,  in  1895  the  Pub- 
lic Libraries  Act  was  amended,  authorizing  municipal 
councils  to  appoint  a  board  of  management  for  library 
purposes,  even  where  a  by-law  had  not  been  passed  for 
the  erection  of  buildings.  In  such  cases  the  income  of 
the  board  depends  upon  the  bounty  of  the  municipality 
from  year  to  year,  the  amount  of  money  received  from 
voluntary  subscriptions,  and  the  appropriations  made  by 
the  Government  from  the  provincial  treasury.  Already 
fifteen  free  libraries  have  been  established  under  this 
act,  in  addition  to  thos^j  for  whose  accommodation  the 
municipalities  have  made  provision  under  the  Act  of  1883. 

But  there  were  still  places  of  a  more  isolated  charac- 
ter, in  which  it  was  desirable  to  provide  facilities  for  the 
circulation  of  good  literature,  and  wliere  no  aid  was 
likely  to  be  received  from  municipal  authorities.  In  sucli 
cases  it  was  provided  that  ten  persons  could  constitute 
themselves  a  corporation,  under  the  Public  Libraries  Act, 
w  ith  the  right  to  appoint  a  board  of  management  for  li- 
brary purposes.  In  this  way  a  public  library  may  be  estab- 
lished in  any  village,  however  small,  but  no  grant  is  paid 
by  tlio  Government  unless  the  board  of  management  is 
able  to  show  that  one  hundred  persons  over  twelve  years 
of  age,  fifty  of  whom  shall  be  over  twenty-one  years  of 
ago,  have  subscribed  themselves  as  members — member- 
ship in  this  case  meaning  that  the  persons  so  subscribing 
intend  to  avail  themselves  of  the  privileges  of  a  library. 
Such  boards  are  dependent  entirely  upon  voluntary  contri- 
butions and  upon  the  Government  grant  amounting  to  1100. 

This  class  of  library  is  simply  a  modification  of  the 
Mechanics*  Institute  Act  of  1351,  and  has  been  of  greater 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  161 


tribute 
ws  and 
I  Pub- 
nicipal 
library 
;ed  for 
)me  of 
iipality 
i  from 
ade  by 
already 
er  this 
ion  the 
)f  1883. 
charac- 
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In  such 
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for  11- 
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rears  of 
ember- 
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ibrary. 
contri- 
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of  the 
greater 


service  to  the  public  than  any  other  class  of  library  aided 
by  the  Government.  In  1895  there  were  318  libraries  of 
vhis  class  iu  the  country,  having  a  total  circulation  of 
CJ-4,000  volumes. 

Government  Grant. — Public  libraries  are  aided  by  tho 
Legislature,  subject  to  the  regulations  of  the  Education 
Department,  on  the  following  conditions: 

1.  The  sum  of  one  dollar  is  allowed  for  every  dollar 
invested  annually  by  the  board  of  management  in  the 
purchase  of  books,  but  so  as  not  to  exceed  $200  in  the 
case  of  cities,  $150  in  the  case  of  towns,  and  iu  all  other 
cases  $100. 

2.  A  further  sum  of  one  dollar  is  allowed  each  public 
library  for  every  dollar  expended  on  newspapers  and 
magazines  for  the  purpose  of  a  reading  room,  but  so  as 
not  to  exceed  $50  for  each  reading  room. 

Where  public  libraries  establish  evening  classes,  a 
sum  of  three  dollars  is  allowed  for  every  pupil,  providing 
the  class  is  composed  of  twenty-five  or  under,  with  an 
additional  allowance  of  one  dollar  per  pupil  for  all  over 
twenty-five,  but  so  as  not  to  exceed  the  sum  of  $100  for 
evening  classes  to  each  board. 

Refjulations  rcspectinfj  Public  lAhrnries. — Public  libra- 
ries, for  which  the  municipality  has  not  provided  the  neces- 
sary buildings,  are  subject  to  the  following  regulations: 

1.  The  building  selected  for  the  accommodation  of  the 
public  library  and  reading  room  shall  be  conveniently  sit- 
uated and  shall  be  easy  of  access  to  the  public.  The  words 
"  Public  Library  "  shall  be  painted  on  or  over  the  outside 
door  of  the  building  or  in  some  other  conspicuous  place,  in 
letters  not  less  than  four  inches  in  length  and  three  inches 
in  width. 

2.  The  rooms  shall  be  properly  warmed  and  lighted, 

12 


162 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


and  shall  be  furnished  with  suitable  racks  and  files  for 
papers  and  with  seating  accommodation  for  at  least  ten 
persons.  The  reading  room  shall  contain  on  separate 
files  at  least  two  daily  newspapers,  five  weeklies,  and  three 
standard  monthly  magazines.  The  Government  grant 
shall  be  based  on  the  amount  expended  by  the  board  of 
management. 

3.  The  library  and  reading  room  shall  be  open  to  the 
public  for  the  delivery  and  exchange  of  books  and  the 
perusal  of  papers  and  magazines  at  least  three  times  every 
week,  on  such  days  and  at  such  hours  as  the  board  of  man- 
agement may  direct,  subject  to  the  approval  of  the  Edu- 
cation Department. 

4.  All  books  shall  be  properly  stamped,  labelled, 
shelved,  and  kept  in  good  order,  and  shall  be  insured  for 
the  total  amount  contributed  by  the  Government  during 
the  last  ten  preceding  years. 

5.  The  Government  grant  shall  be  paid  for  books 
bought  within  the  official  year,  on  the  declaration  of 
the  president  and  librarian  that  the  books  have  been 
received,  labelled,  and  shelved.  A  receipted  invoice  of 
the  books  purchased  for  the  library  and  a  certified  ac- 
count of  the  expenditure  on  supplies  for  the  reading  room 
should  accompany  the  declaration.  Only  twenty  per  cent 
of  the  Government  grant  for  books  will  be  allowed  for 
expenditure  on  fiction. 

6.  All  books,  registers,  and  account  books  and  invoices 
used  in  connection  with  any  public  library,  reading  room, 
evening  classes,  or  art  school  shall  be  open  at  all  conven- 
ient hours  to  such  inspection  as  the  Minister  of  Education 
may  direct. 

Evening  Classes  and  Art  Schools. — By  a  reference  to 
the  chapter  on  the  Courses  of  Study  in  Public  and  High 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.   163 


Schools  it  will  be  seen  that  elementary  drawing  is  one  of 
the  obligatory  subjects  of  study.  In  order  to  promote  the 
further  study  of  this  subject,  particularly  with  a  view  to 
mechanical  and  industrial  purposes,  the  board  of  manage- 
ment having  charge  of  a  public  library  is  authorized  to 
establish  evening  classes  in  drawing,  such  classes  to  take 
the  following  courses : 

1.  Primary  drawing,  viz.,  free-hand  drawing  from  flat 
examples,  practical  geometry,  linear  perspective,  model 
drawing,  and  object  or  memory  drawing.  2.  Advance 
drawing,  viz.,  shading  from  flat  examples,  outline  drawing 
from  the  round,  shading  from  the  round,  drawing  from 
flowers  and  objects  of  natural  history,  and  industrial  de- 
sign. 3.  Mechanical  drawing,  viz.,  projection  and  descrip- 
tive geometry,  macliine  drawing,  building  construction, 
architectural  design,  and  advanced  perspective.  4.  In- 
dustrial art  course,  viz.,  modelling  in  clay,  wood  carving, 
engraving,  lithography,  painting  on  china. 

Classes  may  also  be  formed  in  botany,  chemistry,  or 
physical  science,  the  course  in  any  of  these  subjects  being 
tiie  same  as  that  prescribed  in  forms  I,  II,  and  III  of  high 
schools. 

In  order  to  be  entitled  to  Government  aid,  the  board 
of  management  must  provide  ample  accommodaition  and 
equipment  for  teaching  the  subjects  in  the  courses  pre- 
scribed, u  d  must  be  suj)plied  with  a  staff  of  teachers  sat- 
isfactory to  the  Education  Department. 

Examinations  are  conducted  annually  by  the  Educa- 
tion Department,  and  certiticates,  medals,  and  other  dis- 
tinctions awarded  on  the  basis  of  such  examiiuitions.  In 
1895  there  were  forty-two  evening  classes  established  in 
connection  with  public  libraries,  with  an  attendance  of 
906  pupils. 


It 


II 


ii 


164 


TOE  SCHOOL  SYSTEM  OP  ONTARIO. 


ifi'! 


til 


, 


II 


I  ' 


Text-Books. 

Since  the  appointment  of  a  chief  superintendent  in 
1846,  the  Education  Department  has  had  authority  to 
regulate  the  use  of  text-hooks  in  public  schools.  If  un- 
authorized text- books  are  used,  tiie  Government  grant 
may  be  withheld,  and  any  teacher  who  negligently  or  wil- 
fully substitutes  any  unauthorized  books  for  the  author- 
ized text-books  in  actual  use  in  the  same  subjects  in  his 
school  is  liable,  on  conviction  before  a  magistrate,  to  a 
penalty  not  exceeding  ten  dollars.  When,  in  the  opinion 
of  the  department,  a  text-book  in  actual  use  has  to  be 
changed,  notice  is  given  that  a  new  text-book  in  the  sub- 
ject is  available,  but  no  new  text-book  can  be  introduced 
except  at  the  beginning  of  a  schojl  term. 

The  policy  of  the  Education  Department  with  regard 
to  text-books  may  be  briefly  sumned  up  as  follows : 

1.  That  so  far  as  practicable  there  shall  be  but  one 
text-book  in  each  subject  in  the  course  of  study.  So  long 
as  pupils  are  required  to  purchase  their  own  text-books,  it 
is  considered  undesirable  that  they  should  be  put  to  the 
expense  of  providing  a  new  set  in  case  of  their  removal 
from  one  part  of  the  province  to  another.  Besides,  as 
tlie  courses  of  study  are  graded  with  reference  to  the  au- 
thorized text-books  both  as  a  guide  to  the  teacher  and  the 
inspector,  a  variety  of  books  would  render  proper  classifi- 
cation impossible.  There  may  be  some  disadvantage  to 
the  pupils  in  limiting  their  reading  to  one  series  of  read- 
ers, as  facility  in  vocal  expression  is  obtained  largely  from 
practice  over  a  wider  field  than  a  single  text-book  affords. 
The  abundance  and  cheapness,  however,  of  literature  of 
all  kinds  for  children,  and  the  general  distribution  of 
public  libraries,  have  removed  this  objection,  and  an  in- 


ir 


i 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  165 

telligent  teacher  need  have  no  difficulty  in  inciting  his 
pupils  to  read  for  themselves  far  more  extensively  than 
could  be  done  from  the  number  of  text-books  in  reading 
used  in  any  school. 

2.  That  all  text-books  of  doubtful  merit  shall  be  ex- 
cluded from  the  public  schools.  Where  trustees  are  al- 
lowed to  determine  the  text-books  to  be  used,  they  are  not 
infrequently  imposed  upon  by  publishers  who  are  seeking 
a  market  for  their  goods.  As  trustees  have  no  special 
qualifications  for  judging  whether  a  text-book  is  properly 
graded  or  not,  or  whether  the  subject  of  which  it  treats  is 
logically  developed,  to  allow  them  to  select  text-books  for 
the  use  of  schools  would  be  to  confer  upon  them  a  power, 
whether  honestly  exercised  or  not,  which  might  injuri- 
ously affect  the  mental  development  of  pupils.  Few  per- 
sons possess  that  knowledge  of  a  subject  and  of  the  mode 
in  which  the  child's  mind  is  unfolded  which  would  qual- 
ify them  for  presenting  it,  either  as  to  matter  or  as  to 
method,  psychologically.  There  should  be,  therefore, 
some  censorship  which  would  guard  the  child  from  the 
evil  effects  of  text-books  defective  in  arrangement  and 
matter  and  perhaps  inaccurate  as  to  statement  of  facts. 
This  censorship  the  Education  Department  of  Ontario 
assumes. 

On  the  principle  that  no  man  can  teach  a  school  as 
well  as  the  trained  teacher,  the  department  has  assumed 
that  no  person  can  prepare  a  text-book  except  the  person 
who  has  taught  the  subject  of  which  it  treats.  According- 
ly, when  it  is  felt  by  experienced  teachers  that  the  text- 
book in  any  subject  has  outlived  its  usefulness,  is  deficient 
or  redundant  with  regard  to  any  part  of  the  field  which  it 
is  supposed  to  cover,  or  is  wanting  in  logical  arrangement, 
or  is  obsolete  as  to  che  theories  which  it  propounds,  it  be- 


■ 


ir 


I 


IB 


166 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


comes  the  duty  of  the  department  to  prepare  a  new  text- 
book in  such  subject.  In  the  discharge  of  this  duty  the 
department  seeks  out  one  or  more  teachers  whose  stand- 
ing and  experience  are  universally  admitted,  and  intrusts 
to  them  the  preparation  of  the  book  required.  For  in- 
stance, when  it  was  found  that  the  text-books  authorized 
in  18(»7  in  the  subject  of  reading  did  not  meet  with  the 
approval  of  the  j)rofe8sion  generally,  a  committee  was  ap- 
pointed by  the  Minister  of  Education,  consisting  of  three 
men  of  well-known  ability  and  taste  and  with  large  expe- 
rience as  teachers,  for  the  preparation  of  a  new  series  of 
readers.  One  member  of  the  committee  was  the  holder 
of  a  degree  from  the  provincial  university,  another  an 
inspector  of  high  standing,  and  the  third  a  teacher  of 
wide  experience.  The  department  placed  at  their  dis- 
posal its  reference  library  of  10,000  volumes,  and  sup- 
plied them  with  all  the  text-books  in  reading  that  could 
be  obtained  from  the  leading  publishers  of  the  United 
States  and  Great  Britain.  They  were  instructed  to  invite 
suggestions  from  the  profession,  and  to  read  the  works  of 
the  best  authors  on  the  subject  of  reading.  For  nearly 
two  years  they  devoted  themselves  almost  continuously  to 
the  duty  assigned  to  them.  Whatever  illustrations  were 
thought  necessary  were  engraved  from  copies  taken  from 
other  text-books  or  from  original  drawings  prepared  by 
the  best  artists  available ;  and  as  the  result  of  their  labours, 
a  series  of  readers  has  been  placed  in  the  schools  which 
the  profession  has  unanimously  received  with  favour. 
The  cost  to  the  department  was  comparatively  trifling, 
while  the  advantages  to  pupils  and  teachers  were  incal- 
culable. 

In  the  preparation  of  other  text-books,  such  as  arith- 
metic, grammar,  or  geography,  a  different  course  was  pur- 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  167 


sued.  In  these  cases  a  single  teacher  was  advised  that  a 
text-book  in  the  subject  in  which  he  was  facile  princeps 
was  required,  and,  after  consultation  with  the  Minister  of 
Education  and  well-known  experts,  he  entered  upon  the 
task  assigned  to  him.  The  manuscript  was  put  in  typo 
by  some  i)riuter  or  publisher  selected  for  the  purpose,  and 
proofs  were  sent  to  a  number  of  persons  known  to  bo 
capable  teachers  and  critics,  who  were  instructed  to  com- 
municate with  the  author  or  the  Minister  of  Education. 
Every  part  of  the  work  was  therefore  subjected  to  the 
closest  scrutiny;  inaccuracies  were  sure  to  be  detected  and 
all  reasonable  doubts  removed  as  to  the  usefulness  of  the 
work  when  completed.  The  cost  of  revising  or  even  re- 
setting the  book  three  or  four  times,  as  has  often  hap- 
pened, was  considered  a  small  matter  where  the  interests 
of  half  a  million  children  were  involved.  By  the  adop- 
tion of  this  course,  the  department  has  obtained  in  every 
subject  text-books  which  are  reasonably  satisfactory,  and 
which  conform  to  sound  principles  of  pedagogy  as  under- 
stood by  the  best  members  of  the  profession. 

When  a  text- book  is  prepared  by  a  single  teacher  or 
by  one  or  more  teachers  without  disturbing  tiieir  profes- 
sional engagements,  instead  of  paying  them  a  fixed  sum 
of  money  for  their  work,  they  are  allowed  a  royalty  of  ten 
per  cent  on  the  retail  price  of  each  book,  such  royalty  to 
be  paid  by  the  publisher  authorized  by  the  department  to 
place  the  book  upon  the  market. 

As  a  matter  of  practice  the  text-books  in  every  subject 
except  reading  are  revised  decennially,  and  a  notice  of  one 
or  two  years  given  to  teachers  and  the  publishing  trade 
that  a  new  text-book  is  forthcoming.  The  pupils  are  in 
this  way  protected  against  the  purchase  of  books  under 
the  impression  that  their  use  will  be  continued,  and  the 


I 


, 


^!1 


168 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


trade  warned  against  the  issue  of  a  large  edition  which 
will  be  unsalable  when  a  new  book  is  authorized. 

-3.  That  Canadian  authonihip  should  be  encouraged. 

While  the  department  holds  itself  free  to  authorize  the 
best  book  in  any  subject,  no  matter  where  published,  it  is 
considered  desirable  to  encourage  the  profession  by  the 
prospective  rewards  of  authorship.  The  prizes  in  the  pro- 
fession are  at  best  both  limited  in  number  and  moderate 
as  to  value,  and  any  incentive  which  authorship  might 
afford  is  due  to  the  men  who  may  have  given  to  the  pro- 
fession all  their  energy  and  talent.  Where  it  is  found, 
however,  that  a  book  of  special  value  has  been  published, 
either  in  Great  Britain  or  the  United  States,  there  is  no 
hesitation  in  authorizing  such  book  for  the  schools  of 
Ontario.  This  applies  particularly  to  text-books  required 
in  high  schools,  and  to  which  the  "  one  text-book  "  policy 
of  the  department  is  not  so  rigidly  applied. 

4.  That  the  quality  and  price  of  text-books  should  be 
regulated. 

When  a  text-book  has  been  approved  by  the  depart- 
ment it  becomes  the  duty  of  the  Minister  of  Education  to 
find  a  publisher  who  will  place  the  book  upon  the  market. 
As  the  book  is  sure  to  have  a  wide  sale,  and  there  is  no 
danger  of  any  loss  from  depreciated  stock,  publishers  are 
easily  found  to  undertake  this  task,  particularly  as  there 
is  no  competition  and  can  be  no  comjietition  with  regard 
to  the  sale.  Having  found  a  publisher,  the  next  duty  is 
to  settle  the  quality  of  the  book  as  to  paper,  binding,  etc., 
the  character  of  the  type  to  be  used,  and  the  price  to  the 
purchaser.  Through  an  officer  of  the  Government  known 
as  the  Queen's  Printer,  who  is  charged  with  the  publica- 
tion of  all  parliamentary  documents,  and  who  is  by  virtue 
of  his  office  an  expert  printer,  the  desired  quality  of  paper, 


1 1' 


ilL 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  169 


binding,  typography,  and  price  are  easily  adjusted ;  and 
as  soon  as  an  agreement  is  arrived  at  the  publi'jher  is  re- 
quired to  enter  into  a  contract  with  the  department  con- 
taining the  following  provisions : 

1.  That  the  publisher  will,  during  the  time  such  hook 
is  authorized,  publish  each  and  every  edition  of  the  book 
on  the  quality  of  paper  and  according  to  the  style  of  bind- 
ing approved  of,  and  will  not  vary  either  during  the  pe- 
riod of  authorization,  under  the  penalty  of  having  the 
right  of  publication  withdrawn,  or  any  book  not  published 
according  to  the  standard  contiscated  by  the  department. 

2.  In  order  to  enforce  this  agreement,  the  Minister  of 
Education  reserves  to  himself  the  right,  through  an  officer 
appointed  for  the  purpose,  to  examine  all  text-books  dur- 
ing the  process  of  manufacture  as  to  the  quality  of  paper 
used,  the  quality  of  the  ink  employed  in  printing,  the 
material  used  in  binding,  and  to  see  that  in  every  detail 
the  agreement  is  faithfully  carried  out.  Should  this  officer 
find  in  the  warehouse  of  any  publisher  books  of  inferior 
workmj  nship,  he  has  power  to  prevent  such  books  being 
placed  upon  the  market;  the  loss  in  that  case  being  the 
publisher's  loss. 

3.  In  order  that  the  purchaser  of  the  book  may  have 
no  doubt  as  to  the  price  he  should  pay  for  it,  it  is  re- 
quired by  the  department  that  the  price  at  which  the 
book  is  to  be  sold  shall  be  stamped  on  the  outside  cover 
of  the  book  in  conspicuous  figures ;  and  in  order  that  the 
retail  trade  may  have  a  reasonable  profit  upon  the  sale  of 
these  books,  the  publisher  is  required  to  allow  such  dis- 
counts upon  the  retail  price  as  may  have  been  fixed  by  the 
Minister  of  Education.  These  discounts  are  graduated, 
according  to  trade  usage,  on  the  quantity  sold  to  any  pur- 
chaser. 


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THE  SCHOOL  SYSTEM  OP  ONTARIO. 


4.  As  it  may  happen  that  during  the  time  a  book  re- 
mains on  the  authorized  list  of  text-books  the  cost  of 
paper  and  labour  may  materially  decline,  the  Minister  of 
Education  has  power  under  the  agreement  with  the  pub- 
lishers to  vary  the  price  at  which  the  book  was  originally 
placed  upon  the  market.  This  he  is  not  supposed  to  do 
capriciously,  but  only  upon  due  inquiry  and  with  reason- 
able regard  to  the  rights  and  interests  of  the  publisher. 

5.  As  the  publisher  of  a  text-book  when  first  placed 
upon  the  market  is  usually  put  to  some  extra  cost,  in  the 
matter  of  type-setting,  making  plates,  etc.,  such  original 
publisher  is  allowed  the  exclusive  right  to  sell  the  book  for 
a  period  of  two  or  three  years,  the  time  depending  upon  the 
cost  of  preparation.  At  the  end  of  that  period  any  other 
publisher,  on  the  permiosion  of  the  Minister  of  Education 
and  on  entering  into  an  agreement  with  the  department, 
is  allowed  to  publish  such  text-book.  This  is  to  prevent 
the  monopoly  of  publication  by  one  publishing  house.  It 
also  encourages  publishers,  if  they  so  desire  and  can  afford 
it,  to  sell  books  at  a  lower  price  than  that  fixed  by  the 
department. 

6.  All  text-books  are  authorized  for  a  period  of  five 
years  at  least,  and  any  text- book  may  be  withdrawn  by  the 
Minister  of  Education  at  any  time  after  five  years  on  giv- 
ing one  year's  notice  to  the  publisher.  In  this  way  loss 
to  the  publisher  and  the  public  is  guarded  against. 

7.  As  a  guarantee  that  the  contract  entered  into  by  the 
publisher  with  the  Education  Department  will  be  carried 
out  in  good  faith,  the  publisher  is  required  to  give  security 
in  a  penal  sum  of  $5,000. 

The  objections  urged  to  the  text-book  policy  of  the 
Education  Department  are : 

(a)  That  it  discourages  the  production  of  original  work. 


SCHOOL  LIBRARIES  AND  PUBLIC  LIBRARIES.  171 


3ok  re- 
cost  of 
ister  of 
le  pub- 
ginally 
i  to  do 
reason- 
sher. 

placed 
,  in  the 
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ly  other 
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irtment, 
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use.  It 
tt  afford 

by  the 

of  five 

by  the 

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by  the 
carried 
jecurity 

of  the 

il  work. 


In  answer  to  this  it  may  be  said  that  any  author  is  at  lib- 
erty to  publish  any  text-book  and  to  promote  its  sale  at 
pleasure  among  the  teachers  of  the  country.  If  it  is  found 
that  a  book  published  in  this  way  is  specially  meritorious 
and  commends  itself  to  the  profession,  the  Education  De- 
partment is  free  to  enter  into  any  arrangement  with  the 
author  of  such  a  book  for  its  use  in  the  province.  Origi- 
nality is  sure  to  meet  with  appreciation  ;  but  whatever  loss 
occurs  in  this  respect  is  more  than  compensated  for  by 
preventing  useless  and  defective  books  from  being  forced 
upon  Boards  of  Trustees  and  teachers  by  speculative  pub- 
lishers. 

(b)  It  is  said  that  this  policy  encourages  monopoly  and 
prevents  the  publication  of  low-priced  books.  The  an- 
swer to  this  is  that  there  can  be  no  monopoly  when  the 
price  is  fixed  by  the  department,  and  when  all  publishers 
after  a  limited  time  are  permitted  to  publish  any  author- 
ized text-book.  As  to  quality,  the  policy  of  the  depart- 
ment is  equally  effective ;  for  a  new  publisher  in  order  to 
promote  the  sale  of  a  text-book  may,  if  he  desire,  improve 
the  quality  of  the  paper,  typography,  or  binding,  and  sell 
it  at  a  price  lower  than  that  fixed  by  the  department,  as 
the  department  merely  regulates  the  maximum  price,  not 
the  minimum. 

(c)  It  is  said  that  this  policy  prevents  such  changes  in 
text-books  as  improved  methods  of  teaching  might  re- 
quire. Not  necessarily.  As  a  matter  of  fact,  it  is  found 
desirable  to  prevent  too  frequent  changes  of  text-books  and 
the  consequent  disorganization  of  schools.  Besides,  no 
publisher  has  a  better  opportunity  of  knowing  the  educa- 
tional wants  of  the  people  than  the  Minister  of  Education 
through  his  inspectors  and  the  profession  with  whom  he 
comes  continually  in  contact.    In  dealing  with  a  question 


M 


,.r 


172 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


80  closely  connected  with  the  education  of  the  people,  the 
responsibility  of  changing  text-books  should  rest  with  some 
properly  constituted  authority,  and  not  with  those  who 
might  be  influenced  to  suggest  a  change  because  of  the 
material  advantages  thereby  afforded. 

It  is  true  that  this  duty  casts  upon  the  department  a 
great  responsibility,  but  so  does  the  duty  of  organizing  a 
course  of  study,  the  duty  of  inspecting  schools,  and  the 
duty  of  providing  trained  teachers.  The  limit  of  respon- 
sibility should  be  the  public  interests  involved ;  and  as  the 
whole  system  of  education  might  be  vitiated  by  defective 
text-books,  the  Education  Department  would  be  unable  to 
discharge  its  full  responsibility  to  the  public  without  deal- 
ing with  the  subject  of  text-books  in  the  same  careful  and 
intelligent  manner  as  it  is  expected  to  deal  with  all  other 
subjects  affecting  the  education  of  the  people. 


)ple,  the 
itli  some 
lose  who 
3  of  the 


tment  a 
nizing  a 
and  the 
[  respon- 
id  as  the 
ilefective 
mable  to 
out  deal- 
reful  aud 
all  other 


CHAPTER  XL 

THE  PROVINCIAL  UNIVERSITY. 

The  subject  of  higher  education  engaged  the  atten- 
tion of  the  Legislature  of  Ontario  from  its  earliest  infancy. 
Even  before  his  arrival  in  Ontario,  Lieutenant-Governor 
Simcoe,  the  first  Lieutenant-Governor  of  the  Province,  in 
a  letter  to  Sir  Joseph  Banks,  President  of  the  Royal  So- 
ciety, said :  "  I  should  be  glad  to  lay  the  foundation  stone 
of  some  society  that  might  hereafter  conduce  to  the  exten- 
sion of  science ;  a  college  of  a  higher  class  would  be  emi- 
nently useful,  and  would  give  a  tone  of  principle  and 
manners  that  would  be  of  infinite  support  to  the  Govern- 
ment." And  a  month  before  the  close  of  his  official  term 
he  wrote  to  the  Duke  of  Portland,  Colonial  Secretary, 
suggesting  the  appropriation  of  public  lands  for  educa- 
tional purposes,  "  the  first  and  chief  of  which  must  be 
the  erection  and  endowment  of  a  university  from  which, 
more  than  any  other  source  or  circumstance  whatever,  a 
grateful  attachment  to  his  Majesty,  morality,  and  religion, 
will  be  fostered  and  take  root  throughout  the  whole  prov- 
ince." 

Influenced  no  doubt  by  Lieutenant-Governor  Simcoe's 
anxiety  on  behalf  of  education,  the  Legislature  on  the  3d 
of  July,  1797,  petitioned  the  Imperial  Government  to  set 
apart  a  portion  of  the  waste  lands  of  the/province  "  for 
the  establishment  of  a  respectable  grammar  school  in  each 

173 


III 


\ 


174 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


district  thereof,  and  also  of  a  college  or  university,  where 
the  youth  of  the  country  may  be  enabled  to  perfect  them- 
selves in  the  different  branches  of  liberal  knowledge." 
The  petition  of  the  Legislature  was  favourably  entertained 
by  the  imperial  authorities,  and  as  a  result  500,000  acres 
of  the  waste  lands  of  the  Crown  were  set  apart  for  educa- 
tional purposes,  half  of  which  was  to  be  applied  to  the 
establishment  and  maintenance  of  a  grammar  school  in 
each  of  the  four  districts  into  which  the  province  was  di- 
vided, and  the  other  half  for  the  maintenance  of  a  univer- 
sity. The  exact  amount  of  land  appropriated  in  conse- 
quence of  this  petition  was  550,274  acres. 

In  1825  it  was  suggested  that  as  the  lands  appropriated 
were  unsalable,  a  portion  of  them  might  be  exchanged 
for  other  lands  held  by  the  Crown  in  older  townships 
which  had  become  comparatively  valuable  under  the  in- 
fluence of  settlement  and  cultivation;  and  in  18D6  Dr. 
Strachan  was  sent  to  England  to  press  on  the  attention  of 
the  Imperial  Government  the  expediency  of  this  course 
and  the  advisability  of  granting  a  royal  charter  for  the 
establishment  of  the  proposed  university.  In  March,  1827, 
Dr.  Strachan  returned  to  Ontario,  having  in  the  mean- 
time obtained  a  charter  for  the  establishment  of  a  univer- 
sity to  be  known  as  King's  College.  The  lands  intended 
for  university  purposes  were  vested  in  the  corporation 
created  by  this  charter ;  the  charter  was  dated  the  15th 
of  March,  1827. 

The  university  thus  established  was  strictly  sectarian 
in  its  control  and  management,  and  was  in  fact  a  univer- 
sity of  the  Church  of  England  in  Canada.  The  bishop 
of  the  diocese  was  made  ex  officio  visitor  of  the  college ; 
the  Archdeacon  of  York  was  made  ex  officio  its  president ; 
each  of  ths  seven  professors  who  were  to  be  members  of  its 


THE  PROVINCIAL  UNIVERSITY. 


175 


,  where 
t  them- 
rledge." 
srtained 
10  acres 
educa- 
te the 
ihool  in 
was  di- 
I  univer- 
1  conse- 

opriated 

changed 

fwnships 

the  in- 

srie  Dr. 

mtion  of 
s  course 
for  the 
jh,1827, 
e  mean- 
,  univer- 
ntended 
poration 
the  15th 

ectarian 
univer- 
bishop 

college ; 

esident ; 

Brs  of  its 


council  was  required  to  be  also  a  member  of  the  "  Estab- 
lished United  Church  of  England  and  Ireland,"  and,  before 
his  admission  into  the  college,  "  to  sign  and  subscribe  to 
the  Thirty-nine  Articles  of  Religion  as  declared  and  set 
forth  in  the  Book  of  Common  Prayer."  Provision  was 
made  for  the  recognition  of  Divinity  as  one  of  the  facul- 
ties, though  no  religious  test  or  qualification  was  to  be 
required  of,  or  appointed  for,  any  matriculant  into  any 
faculty  except  that  of  Divinity.  In  explanation  of  the 
fact  that  such  a  liberal  public  endowment  should  have  been 
placed  under  the  control  of  a  single  religious  denomi- 
nation, and  of  the  still  more  singular  fact  that  such  a  char- 
ter should  have  been  put  forward  as  "  not  only  the  most 
open  charter  for  a  university  that  had  ever  been  granted, 
but  the  most  liberal  that  could  be  framed  on  constitu- 
tional principles,"  it  should  be  borne  in  mind  that  the 
Church  of  England  was  then  virtually,  if  not  legally,  the 
established  Church  of  Ontario,  and  that  subscription  to 
the  Thirty-nine  Articles  was  then  required,  not  merely  of 
all  who  had  any  shere  in  the  control  of  the  Universities 
of  Oxford  and  Cambridge,  but  of  all  who  proposed  to  take 
a  degree  in  any  faculty. 

The  granting  of  a  charter  so  exclusive  in  its  privileges 
and  so  distinctly  sectarian  created  great  dissatisfaction  in 
the  province,  and  an  appeal  was  made  to  the  Imperial 
Parliament  for  such  modifications  as  would  enable  all 
persons,  irrespective  of  their  denominational  preferences, 
to  avail  themselves  of  the  privileges  which  a  university 
was  intended  to  confer.  The  views  of  the  Legislature  on 
his  point  were  so  well  expressed  in  the  report  of  a  com- 
mittee appointed  to  consider  the  matter  as  to  render  them 
worthy  of  quotation.  The  committee  said :  "  A  university 
should  not  bo  a  school  of  politics  or  of  sectarian  views. 


Uf' 


176 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


It  should  have  about  it  no  appearance  of  partiality  or  ex- 
clusion. Its  portals  should  be  thrown  open  to  all,  and 
upon  none  who  enter  should  any  influence  be  exerted  to 
attach  them  to  a  particular  creed  or  church.  It  should 
be  a  source  of  intellectual  and  moral  light  and  animation, 
from  which  the  glorious  irradiations  of  literature  and 
science  may  descend  upon  all  with  equal  lustre  and  power. 
Such  an  institution  would  be  a  blessing  to  a  country,  its 
pride  and  glory." 

As  a  result  of  the  controversies  in  the  Legislature,  the 
charter  of  King's  College  was  suspended  by  Sir  John  Col- 
borne,  Lieutenant-Governor  of  the  Province,  and  in  1829, 
by  order  of  the  Executive  Government,  a  college  known 
as  Upper  Canada  College  was  founded  and  endowed  with 
part  of  the  land  set  apart  for  grammar  schools  and  the 
university. 

Act  of  1837. — In  the  meantime  the  discussions  with 
regard  to  the  sectarian  character  of  the  charter  of  King's 
College  occupied  the  attention  of  the  Legislative  As- 
sembly. In  1837  a  statute  was  passed  removing  the  col- 
lege from  the  direct  control  of  the  Anglican  Church,  and 
declaring  that  no  religious  test  should  be  required  of  any 
person  appointed  on  the  college  council  or  any  professor 
appointed  to  the  faculty  "  other  than  a  declaration  that 
they  believe  in  the  authenticity  and  divine  inspiration  of 
the  Old  and  New  Testaments,  and  the  doctrine  of  the 
Trinity,  and  that  no  religious  test  or  qualification  be  re- 
quired for  any  person  admitted  or  matriculated  as  scholars 
within  the  said  college,  or  of  persons  admitted  to  any  de- 
gree or  faculty."  * 

•  Although  tho  university  was  generally  declared  to  be  non- 
sectarian,  a  chair  in  Divinity  was  still  retained,  and  degrees  in 
Divinity  were  to  be  conferred  as  in  other  courses  of  study. 


m 


1 


THE  PROVINCIAL  UNIVERSITY. 


177 


y  or  ex- 
all,  and 
erted  to 
;  should 
imatioD, 
are  anu 
i  power, 
ntry,  its 

ture,  the 
[)hn  Col- 
in 1829, 
3  known 
ired  with 
and  the 

ons  with 
)f  King's 
tive  As- 
the  col- 
irch,  and 
d  of  any 
Drofessor 
ion  that 
ration  of 
e  of  the 
m  be  re- 
scholars 
0  any  de- 


o  be  non- 
degrees  in 


Owing  to  political  disturbances  and  other  causes  the 
erection  of  the  necessary  buildings  for  the  university  was 
delayed  from  time  to  time,  but  after  an  interval  of  nearly 
fifty  years  the  good  intentions  of  Lieutenant-Governor 
Simcoe  were  to  be  realized  ;  and  on  the  23d  of  April,  1842, 
Sir  Charles  Bagot,  Lieutenant-Governor  of  Canada,  laid 
the  foundation  stone  of  the  University  of  King's  College 
in  what  is  now  known  as  Queen's  Park  in  the  city  of 
Toronto.  On  the  8th  of  June,  pending  the  completion 
of  the  building,  the  first  session  of  the  university  was 
held  in  the  old  Parliament  buildings,  with  an  enrolment 
of  thirty-one  students. 

Act  of  I849. — In  1849  an  act  was  passed  which  com- 
pletely secularized  King's  College,  and  changed  its  name 
to  the  University  of  Toronto.  By  this  act  the  Governor- 
General  of  the  Province  was  made  visitor,  the  chancellor 
was  to  be  elected  triennially  by  the  Convocation,  and  the 
vice-chancellor  biennially  by  the  Senate.  The  three 
faculties  of  law,  medicine,  and  arts  were  organized  under 
deans  of  their  own  appointment,  and  authorized  to  enact 
by-laws  for  their  own  government,  subject  to  the  confirma- 
tion of  the  Senate.  The  general  government  and  disci- 
pline of  the  university,  in  subordination  to  the  Senate, 
was  vested  in  a  "  caput "  composed  of  five  members,  the 
president  of  the  university,  the  three  deans  of  faculties, 
and  a  representative  elected  by  convocation.  An  endow- 
ment board  was  also  provided  for  the  management  of  the 
funds  of  the  university.  A  Senate  was  created  to  which 
were  intrusted  all  the  academic  interests  of  the  uni- 
versity. 

In  order  to  make  it  perfectly  clear  that  the  university 
was  entirely  relieved  of  all  denominational  taint,  it  was 
provided  that  the  chancellor  should  not  be  "a  minister 
18 


^ 


i     I 


<1 


178 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


or  ecclesiastical  teacher  under  or  according  to  any  form 
of  religious  faith  whatsoever."  A  similar  restriction  was 
placed  upon  the  Government  in  its  appointment  of  mem- 
bers of  the  Senate.  The  faculty  of  Divinity,  and  with  it 
the  professorship  of  the  same  subject,  was  abolished,  and 
the  right  to  confer  degrees  in  Divinity  was  expressly 
abrogated. 

Act  of  1853. — In  1853  the  University  Act  was  further 
amended,  and  several  important  changes  were  made: 
1.  Following  the  example  of  the  University  of  London, 
England,  the  examining  and  teaching  functions  of  the 
university  were  separated,  the  former  being  vested  in  the 
University  of  Toronto,  and  the  latter  in  a  separate  body 
created  by  the  act,  known  as  University  College.  2. 
The  teaching  faculties  of  law  and  medicine  were  abol- 
ished, and  the  work  of  the  university  strictly  limited  to 
instruction  in  arts.  3.  The  chancellor  of  the  university 
was  to  be  appointed  by  the  Executive  Government,  and 
the  vice-chancellor  elected  biennially  by  the  Senate. 
4.  The  functions  of  the  Senate  were  limited  to  the  con- 
ducting of  the  examination  for  degrees  and  the  trans- 
action of  such  business  as  pertained  to  the  academic 
requirements  of  the  university.  5.  All  incorporated  col- 
leges in  Ontario  and  Quebec  were  affiliated  with  the  uni- 
versity for  examination  purposes,  and  power  was  given 
the  Executive  Government  to  declare  what  other  arts 
colleges,  and  to  the  Senate  what  schools  of  law  or  medi- 
cine, should  be  admitted  to  a  similar  privilege.  6.  The 
discipline  of  the  professors,  students,  and  oflScers  of  the 
university  was  vested  in  the  Council  of  University  Col- 
lege. 7.  The  perfect  freedom  of  professors  or  students 
from  all  religious  or  denominational  tests  was  reasserted. 
8.  The  endowment  and  other  property  of  the  university 


•   ! 


THE  PROVINCIAL  UNIVERSITY. 


179 


ay  form 
ion  was 
)f  mem- 
with  it 
letl,  and 
xpressly 

1  further 
I   made : 
London, 
s  of  the 
d  in  the 
ate  body 
lege.     2. 
ere  abol- 
mited  to 
miversity 
lent,  and 
Senate, 
the  con- 
le  trans- 
academic 
•ated  col- 
the  nni- 
ras  given 
ther  arts 
or  medi- 
6.  The 
irs  of  the 
rsity  Col- 
students 
easserted. 
iniversity 


was  placed  in  the  hands  of  an  officer  called  the  bursar, 
appointed  by  the  Executive  Government. 

Act  of  1873.  —  In  1873  Convocation  was  re-estab- 
lished, and  the  right  of  the  alumni  to  elect  the  chancel- 
lor and  certain  members  of  the  Senate  recognised.  In 
1885,  by  resolution  of  the  Legislative  Assembly,  women 
were  admitted  to  the  university  on  the  same  terms  and 
with  the  same  privileges  as  the  other  sex.* 

Tlie  Federation  Act  of  1887. — In  the  desire  to  raise 
the  standard  of  university  education  it  was  felt  that 
better  results  would  be  obtained  by  concentrating  pro- 
vincial effort  in  one  central  university  rather  than  diffus- 
ing it  among  outlying  universities  whose  endowments 
were  unequal  to  the  greatly  expanded  course  of  study 
furnished  by  the  universities  of  other  countries. 

Accordingly,  by  the  Act  of  1887,  provision  was  made 
whereby  any  chartered  university  might  hold  in  abeyance 
its  power  for  granting  degrees.  Its  students  in  that 
case  would  attend  the  lectures  in  part  of  their  course,  at 
least,  at  the  provincial  university,  and  on  passing  the 
required  examinations  would  receive  their  degrees  as  of 
the  provincial  university.  The  federation  which  was 
thus  proposed  was  ineffectual  except  in  so  far  as  relates 
to  Victoria  University,  which  removed  its  headquarters 
from  Cobourg — a  town  about  sixty  miles  east  from  To- 
ronto— and  erected  new  buildings  in  the  city  of  Toronto, 
in  1892.  The  other  universities  still  continue  to  do 
full  university  work  under  their  own  charters. 

*The  other  universities  of  Ontario  are:  Victoria  University 
(Methodist);  Trinity  University,  Toronto  (Anglican);  McMaster, 
Toronto  (Baptist);  Queen's  University,  Kingston  (Presbyterian); 
Regiopolis,  Kingston  (Roman  Catholic),  suspended;  Ottawa  Uni- 
versity (Roman  Catholic) :  Western  University,  London. 


180 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


A  material  change  also  was  made  in  the  constitution 
of  the  university  in  other  respects.  As  already  pointed 
out,  the  university  proper  was  an  examining  body  similar 
to  the  University  of  London,  England — all  instruction 
being  given  in  what  was  known  as  University  College. 
By  the  Act  of  1887  this  distinction  between  the  univer- 
sity and  University  College  was  abolished,  and  although 
the  functions  of  University  College  were  retained  as  a 
matter  of  law,  yet  the  distinction  between  the  two  bodies 
is  now  more  technical  than  real.  The  faculties  of  medi- 
cine and  law,  which  were  abolished  by  the  Act  of  1853, 
were  also  revived. 

Government  of  the  University. — The  government  of 
the  University  of  Toronto  is  somewhat  complex.  The 
supreme  control,  both  as  to  its  finances  and  academic 
business  is  vested  in  the  Executive  Government  of  the 
Province.  Although  the  Senate,  the  trustees.  Convoca- 
tion, and  the  university  and  college  councils  have  cer- 
tain powers,  yet  in  all  matters  of  importance  which  these 
various  bodies  are  intrusted  to  deal  with  the  approval 
of  the  Government  must  be  obtained. 

The  Lieutenant-Governor  of  the  Province  is  the 
visitor  of  the  university,  and  has  the  right  by  commis- 
sion to  inquire  into  any  matter  which,  in  his  opinion, 
affects  its  interests.  All  the  property  of  the  university  is 
vested  in  the  Government,  and  is  managed  by  an  officer 
appointed  by  the  Government  called  a  bursar.  The 
bursar  is  assisted  in  his  duties  by  a  Board  of  Trustees 
consisting  of  nine  members — ^viz.,  the  chancellor,  the  vice- 
chancellor,  and  the  president  of  University  College,  five 
members  elected  by  the  Senate  of  the  university  and  one 
by  the  council  of  University  College.  The  trustees  exer- 
cise a  general  control  over  the  expenditure  on  mainte- 


■B 


THE  PROVINCIAL  UNIVERSITY. 


181 


titution 
pointed 

similar 
truction 
College. 

univer- 
Ithough 
led  as  a 
0  bodies 
af  medi- 
Df  1853, 

ment  of 
X.  The 
.cademic 
t  of  the 
^nvoca- 
ave  cer- 
ch  these 
ipprovai 

is  the 
Dommis- 
opinion, 
rersity  is 
n  officer 
The 
rrustees 
:he  vice- 
ege,  five 
and  one 
tes  exer- 
mainte- 


nance  and  equipment,  the  erection  of  such  additional 
buildings  as  may  be  approved  of  by  the  Government,  and 
the  endowment  funds  of  the  university.  Their  annual 
estimate  of  the  money  required  for  carrying  on  the  work 
of  the  university  is  subject  to  the  approval  of  the  Gov- 
ernment. 

Faculty^  how  appointed. — The  faculty  consists  of  pro- 
fessors, associate  professors,  lecturers,  instructors,  dem- 
onstrators, etc.  The  academic  head  of  the  university  is 
called  the  president.  All  appointments  to  the  teaching 
staff  (the  president  included)  aic  made  by  the  Govern- 
ment after  such"  inquiry  as  to  fitnest:  as  may  be  deemed  ex- 
pedient. These  appointments  ^re  during  rV asure.  The 
Government  has  ihe  right  to  uismips  pry  member  of  the 
reaching  staff  for  cause  at  any  Wid:,  and  the  Senate  has 
the  right  by  committee  to  inquire  into  the  efficiency  of  any 
member  of  the  teaching  staff,  and  to  report  the  results  of 
such  inquiry  to  the  Government.* 

TJie  Senate. — The  Senate  consists  of  three  classes  of 
members:  1,  ex-officio  members;  2,  appointed  members; 
3,  elected  members.  The  ex-officio  membors  are  the  Min- 
ister of  Education,  the  president  of  the  university,  the 
president  or  head  of  each  federated  university  or  college, 
the  chancellor  and  vice-chancellor,  and  all  past  chancel- 


*  Salaries  in  the  provincial  university  are  graduated  as  follows: 
For  a  lecturer,  an  initial  salary  of  $1,000,  with  an  increase  of  $100  a 
year  until  the  maximum  of  $1,800  is  reached ;  for  an  associate  pro- 
fessor, an  initial  salary  of  $1,800,  with  an  increase  of  $100  a  year 
until  the  maximum  of  $2,500  is  reached ;  for  a  professor,  an  initial 
salary  of  $2,500,  with  an  increase  of  $100  until  a  maximum  of  $3,200 
is  reached ;  the  salary  of  the  president  is  $5,000  a  year.  Instructors 
and  demonstrators  are  pt>M  salaries  varying  according  to  the  im- 
portance of  the  duties  to  which  they  ate  assigned. 


I 


182 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


i 


lors  and  vice-chancellors.  The  appointed  members  con* 
sist  of  three  representatives  of  the  council  of  the  Univer- 
sity of  Toronto — one  from  the  council  of  University 
College,  one  from  the  Law  Society  of  Upper  Canada,  one 
from  each  federated  or  affiliated  institution,  and  nine 
members  appointed  by  the  Executive  Government.  The 
elected  members  number  twenty- three,  and  represent  the 
graduates  of  the  federated  universities  in  arts  (seventeen 
members),  in  medicine  (four  members),  in  law  (two  mem- 
bers). Elections  take  place  to  the  Senate  every  three 
years.  The  mode  of  election  is  as  follows :  Any  ten  mem- 
bers of  Convocation — i.  e.,  any  ten  graduates — may  deposit 
with  the  registrar  a  nomination  paper  containing  the 
names  of  such  persons  as  they  desire  to  see  elected  to  the 
Senate.  These  names  are  transmitted  by  the  registrar  to 
every  graduate  whose  address  is  known,  and  at  a  time 
specified  in  the  act  the  graduate  returns  his  voting  paper 
to  the  registrar,  and  in  presence  of  scrutineers  appointed 
for  that  purpose  the  votes  are  counted,  and  the  persons 
having  the  majority  are  declared  elected  as  members  of 
the  Senate. 

The  chancellor  of  the  university  is  elected  in  the  same 
way  by  the  whole  body  of  graduates.  The  vice-chancellor 
is  appointed  triennially  at  the  first  meeting  of  the  new 
Senate.  The  Senate  has  by  statute  the  right  to  deter- 
mine the  standards  for  matriculation  into  the  university, 
the  standards  for  the  examination  to  be  taken  for  each 
year  or  for  any  degree  which  the  university  is  authorized 
to  confer,  the  right  to  appoint  the  examiners  for  prepar- 
ing and  reading  the  papers  of  students  in  every  depart- 
ment of  university  work,  and  generally  to  decide  upon  all 
academic  matters  subject  to  the  approval  of  the  Executive 
Government  of  the  province. 


THE  PROVrXIAL  UNIVEIiSITY. 


183 


Matriculation. — By  means  of  a  joint  Board  of  Exami- 
ners, four  of  whom  are  appointed  by  the  Senate  and  four 
by  the  Education  Department,  an  examination  is  annu- 
ally conducted  for  matriculation.  Candidates  who  pass 
this  examination  are  recognised  as  having  obtained  the 
standing  required  of  second-class  teachers,  in  addition  to 
the  privilege  of  admission  into  the  university.  The  sub- 
jects of  examination  are :  Latin,  English,  history,  mathe- 
matics, French  or  German,  and  either  (1)  Greek  or  (2)  the 
second  modern  language  with  physics  and  chemistry.  This 
examination  is  conducted  simultaneously  with  the  exami- 
nations of  the  Education  Department  for  teachers'  certifi- 
cates. In  the  case  of  candidates  who  fail  in  not  more 
than  three  subjects,  a  supplemental  examination  may  be 
taken  in  the  month  of  September,  in  the  subjects  in  which 
they  fail. 

Course  of  Study. — The  course  of  study  in  the  faculty 
of  arts  consists  of  Latin,  Greek,  French,  German,  Italian, 
Spanish,  and  Hebrew,  with  so  much  ancient  history  and 
geography  as  incidentally  pertain  to  the  study  of  the  lan- 
guages. In  science :  Physics,  mineralogy,  geology,  biology, 
chemistry,  and  psycho-physics.  In  philosophy :  The  his- 
tory of  philosophy,  logic,  ethics,  metaphysics,  and  psy- 
chology. In  English:  Modern  history,  comparative  phi- 
lology, and  English  literature  and  education.  In  political 
science :  Political  economy,  constitutional  history,  consti- 
tutional and  international  law,  IJoman  law,  and  general 
jurisprudence.  The  teaching  staff  in  the  faculty  of  arts 
consists  of  thirteen  professors,  four  associate  professors, 
and  twenty-six  lecturers  and  demonstrators. 

Faculty  of  Medicine. — In  the  faculty  of  medicine  the 
couL'seof  study  is  similar  to  that  pursued  in  all  well-organ- 
ized medical  schools.    The  students  in  this  faculty  have 


ill 


184 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


free  access  to  the  well-equipped  laboratories  of  the  uni- 
versity for  conducting  experiments  in  morphology,  physi- 
ological chemistry,  botany,  psychology,  and  chemistry. 
The  teaching  staff  in  the  faculty  of  medicine  consists  of 
fifteen  professors,  three  associate  professors,  and  twenty- 
one  lecturers  and  demonstrators. 

Owing  to  the  want  of  funds,  no  faculty  in  law  has  yet 
been  organized. 

Affiliated  Ufiiver sides  and  Colleges. — Since  its  first 
incorporation,  the  University  of  Toronto  invited  affilia- 
tion with  other  educational  institutions,  and  from  year  to 
year  steadily  enlarged  its  relations  in  this  respect  until 
they  now  include  Victoria  University  (Methodist),  Knox 
College  (Presbyterian),  Wycliffe  College  (Anglican),  St. 
Michael's  College  (Roman  Catholic),  Albert  College 
(Methodist),  Huron  College  (Anglican),  Trinity  Medical 
College,  the  Woman's  Medical  College,  the  School  of 
Pharmacy,  the  School  of  Dentistry,  the  Provincial  School 
of  Practical  Science,  the  Provincial  College  of  Agricul- 
ture, and  the  Toronto  College  of  Music.  These  institu- 
tions are  entitled  to  representation  on  the  Senate,  and  to 
share  in  the  administration  of  the  university.  Examina- 
tions for  degrees  in  all  federated  or  affiliated  colleges  or 
universities  are  conducted  by  the  University  of  Toronto, 
excepting  for  degrees  in  theology. 

T/i6  Library. — The  university  library  occupies  a  sepa- 
rate fireproof  building  with  a  storage  capacity  of  120,000 
volumes,  and  a  reading  room  capable  of  seating  upward 
of  200  readers.  The  library  contains  about  55,000  vol- 
umes and  about  5,000  unbound  pamphlets.  The  library 
is  a  circulating  one .  for  members  of  the  faculties,  and  a 
library  of  reference  for  students.  For  the  purpose  of  in- 
struction on  the  seminary  method,  special  rooms  are  set 


THE  PROVINCIAL  UNIVERSITY. 


185 


apart  for  the  professors  and  students  in  each  department 
of  study,  the  works  of  reference  required  for  the  course 
being  placed  in  such  rooms.  There  are  two  large  mu- 
seums, one  illustrative  of  the  course  in  biology,  and  the 
other  of  the  course  in  ethnology. 

Gymnasium. — A  gymnasium  costing  about  $30,000 
has  been  fitted  up  for  the  benefit  of  students  with  all 
suitable  appliances  for  athletic  purposes.  In  connection 
with  the  gymnasium,  rooms  are  set  apart  for  the  meet- 
ings of  students'  clubs  and  societies,  including  a  large  hall 
for  public  meetings,  a  reading  room,  and  committee  rooms. 

Degrees. — Degrees  in  arts  are  conferred  on  those  per- 
sons who  have  completed  the  prescribed  course  of  study 
and  who  have  passed  the  required  examinations.  The 
course  extends  over  four  years,  and  is  divided  into  general 
and  special  courses.  A  corresponding  distinction  is  made 
in  the  degrees  conferred.  Attendance  at  lectures  is  com- 
pulsory unless  a  dispensation  is  granted  by  the  Senate 
owing  to  special  circumstances.  The  degree  of  Master  of 
Arts  is  conferred  upon  Bachelors  of  Arts  of  at  least  two 
years'  standing  on  the  presentation  of  an  approved  thesis 
in  one  of  the  departments  in  arts.  Provision  is  made  for 
admission  ad  eundem  gradum  in  the  case  of  both  degrees. 
In  1805  the  Senate  passed  a  statute  to  confer  the  degree 
of  Bachelor  of  Pedagogy  and  Doctor  of  Pedagogy  on 
teachers  who  passed  the  prescribed  examination. 

Discipline. — The  discipline  of  the  university  is  vested 
in  the  president  and  faculty  of  University  College.  Ma- 
triculated students  are  required  to  attend  the  courses 
of  study  and  examinations  in  all  subjects  prescribed  for 
students  of  their  respective  standing.  No  student  is  per- 
mitted to  remain  in  the  college  who  persistently  neglects 
academic  work,  or  whose  presence  is  deemed  prejudicial 


186 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


to  the  interests  of  the  university.  "  Hazing  "  is  strictly 
forbidden.  No  suspended  student  may  be  admitted  to 
the  university  buildings  or  grounds.  No  person  is  allowed 
to  lecture  before  any  of  the  university  societies  without 
the  approval  of  the  university  council.  Men  and  women 
students,  unless  members  of  the  same  family,  are  not  per- 
mitted to  reside  in  the  same  lodging  houses.  Women 
students  are  under  the  supervision  of  a  lady  superintend- 
ent, and  are  subject  to  her  directions  as  to  their  conduct  in 
the  university  halls  and  lecture  rooms,  or  while  attending 
university  societies. 

College  Residence. — The  residential  quarters  of  the  uni- 
versity are  very  limited  in  extent,  capable  of  accommodat- 
ing only  between  forty  and  fifty  students.  The  residence 
is  in  charge  of  a  dean,  who  has  the  oversight  of  students  in 
residence.  The  regulations  for  the  government  and  dis- 
cipline of  the  college  are  prescribed  by  the  college  council. 

Devotional  exercises  are  conducted  in  the  college  by 
the  dean.  Devotional  exercises  are  also  conducted  in  the 
university  daily  at  ten  o'clock ;  attendance  is  not  compul- 
sory in  either  case,  but  those  who  have  no  conscientious 
scruples  are  expected  to  be  present. 

The  fees  chargeable  for  attei>  dance  upon  lectures  aver- 
age about  $40  per  student. 

The  School  of  Science. — The  School  of  Science  was 
erected  on  the  grounds  of  the  university,  in  order  that 
the  students  of  the  school  might  conveniently  receive 
instruction  from  the  professors  of  the  university,  and  also 
that  the  students  of  the  university  might  avail  themselves 
of  the  laboratories  of  the  School  of  Science.  The  school 
is  affiliated  with  the  university,  and  represented  by  its 
principal  on  the  Senate.  The  buildings  and  equipment 
cost  about  $350,000.    The  faculty  consists  of  three  pro- 


THE  PROVINCIAL   UNIVERSITY. 


187 


fessors,  five  lecturers,  six  fellows,  and  an  assistant  in  each 
of  the  departments  of  chemistry  and  metallurgy.  The 
teaching  staff  is  appointed  by  the  Government.  The 
school  is  under  the  direction  of  the  Minister  of  Educa- 
tion, 'and  in  that  respect  is  part  of  the  school  system  of 
the  province.  It  is  modelled  after  the  Boston  S^^ii^ol  of 
Technology.  Its  course  includes  surveying,  architecture, 
applied  mechanics,  applied  chemistry,  civil  engineering, 
mechanical  engineering,  electrical  engineering,  mineral- 
ogy, metallurgy,  and  assaying. 

A  special  examination  is  conducted  by  the  faculty  of 
the  school  in  arithmetic,  algebra,  Euclid,  and  English  for 
the  admission  of  students,  but  any  person  who  has  passed 
the  matriculation  examination  of  the  University  is  eligible 
for  admission.  The  course  of  study  extends  over  three 
years.  The  fees  are  $45  per  annum.  The  average  attend- 
ance of  students  is  from  one  hundred  to  one  hundred  and 
forty.  Students  who  take  a  post-graduate  course  of  one 
year  and  pass  the  required  examinations  are  eligible  for 
the  degree  of  Bachelor  of  Applied  Science  in  the  Univer- 
sity of  Toronto.  Graduates  in  the  department  of  civil 
engineering  are  eligible  for  the  degree  of  Civil  Engineer, 
after  three  years  of  practical  work. 


CHAPTER  XII. 


GROWTH   OF  THE  ONTARIO   SCHOOL  SYSTEM. 

It  was  not  until  the  school  system  of  Ontario  was  or- 
ganized under  the  Act  of  1843  that  any  regular  effort  was 
made  to  compile  the  returns  received  from  superintend- 
ents and  other  school  oflScers.  The  earliest  reliable  re- 
ports begin  with  the  year  1844.  These  reports  show  that 
up  to  that  time  there  had  been  established  2,610  public 
schools,  with  a  registered  attendance  of  96,756  pupils,  in 
charge  cl  3,736  teachers.  In  the  fifty  years  that  have 
elapsed  since  1844  the  schools  have  increased  to  5,649,  the 
registered  pupils  to  483,203,  and  the  teachers  to  8,824,  of 
whom  2,795  were  males  and  6,029  females.  The  returns 
do  not  show  the  establishment  of  any  Roman  Catholic 
separate  schools  as  early  as  1844,  although  there  is  no 
doubt  that  many  schools  were,  under  the  Act  of  1843,  con- 
ducted as  separate  schools.  The  number  of  high  schools, 
then  called  grammar  schools,  was  25,  with  an  attendance 
of  about  3,000  pupils. 

One  of  the  most  significant  indications  of  the  develop- 
ment of  the  school  system  of  the  province  is  the  steady 
increase  in  the  average  attendance  of  pupils.  This  may 
be  partly  owing  to  improved  facilities  for  transportation 
and  partly  to  the  improvement  in  the  circumstances  of 
the  people,  by  which  parents  and  guardians  are  better 
able  to  dispense  with  the  labour  of  the  pupils,  particularly 

188 


GROWTH  OF  THE  ONTARIO  SCHOOL  SYSTEM.  189 


in  rural  districts.  In  1867,  out  of  401,643  children  regis- 
tered, the  average  attendance  was  forty-one  per  cent; 
in  1894  the  average  attendance  had  risen  to  fifty-six  per 
cent.  By  way  of  explanation,  it  should  be  said,  however, 
that  the  average  attendance  in  Ontario  is  determined,  not 
by  the  number  of  days  each  school  is  kept  open,  but  by 
the  number  of  teaching  days  in  the  academic  year.  For 
instance,  a  school  running  six  months,  with  an  average 
attendance  of  40  pupils  per  day,  would  in  the  oflBcial  re- 
turn show  an  average  attendance  of  only  fifty  per  cent 
for  the  year.  The  average  attendance  in  rural  districts 
in  1894  was  fifty-one  per  cent,  in  cities  sixty-nine  per 
cent,  and  in  towns  sixty- four  per  cent ;  in  some  individ- 
ual cases  the  average  reached  seventy-nine  per  cent. 

Classification  of  Pupils, — By  the  system  of  classifica- 
tion fixed  by  the  Education  Department  a  pupil's  whole 
course  of  study  is  determined  by  the  form  to  which  he 
has  been  promoted.  It  is  only  in  the  fifth  or  highest  form 
that  options  are  allowed.  It  follows,  therefore,  that  any 
increase  in  the  number  of  pupils  studying  any  subject 
depends  to  a  great  extent  upon  the  increased  attendance 
of  registered  pupils.  The  changes  in  the  courses  of  study, 
however,  since  1867,  have  largely  affected  the  number  of 
pupils  in  some  subjects.  Drawing,  which  was  optional  in 
1867,  is  now  compulsory,  and  the  number  of  pupils  in  this 
subject  has  increased  since  that  time  from  5,450  to  435,541. 
In  the  same  way  English  and  Canadian  history  occupied 
relatively  an  inferior  place  in  the  course  of  study ;  recent 
changes  in  the  regulations  of  the  department  have  in- 
creased the  number  of  pupils  in  this  subject  from  61,787 
in  1867  to  264,896.  Similarly  in  the  subject  of  music  the 
increase  has  been  from  47,618  to  206,346.  The  study  of 
physiology  and  temperance  was  also  optional  till  1885, 


190 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


and  is  now  studied  from  text-books  and  charts  by  191,406 
pupils.  The  following  statement  shows  the  enrolment 
of  pupils  in  the  subjects  mentioned  : 


Bookkeeping 22,422 

Algebra 13,353 

Geometry 12,693 


Botany 6,122 

Elementary  physics 3,549 

Agriculture 7,680 

Taking  the  whole  enrolment  of  the  public  schools  of 
the  province,  the  percentages  in  the  various  subjects  of 
the  course  of  study  are  as  follows  : 

Per  cent. 

Reading 100 

Writing 96 


Arithmetic 98 

Drawing 90 

Geography 70 

Music 41 


Per  cent. 
Grammar  and  composition . .    63 

English  history 23 

Canadian  hi.story 32 

Physiology  and  temperance.    40 
Drill  and  calisthenics 49 


Perhaps  the  most  satisfactory  test  of  the  efficiency  of 
the  public-school  system  is  the  annual  departmental 
examination  required  for  entrance  to  high  schools.  As 
stated  elsewhere,  this  examination  is  usually  taken  at  the 
end  of  the  fourth  form.  In  1877,  3,836  pupils,  as  com- 
pared with  10,049  pupils  in  1895,  were  successful  at  this 
examination. 

Teaching  Staff. — Although  the  number  of  schools  in 
the  province  has  more  than  doubled  within  the  last  fifty 
years,  there  has  been  scarcely  any  increase  in  the  number 
of  male  teachers  employed.  As  stated  above,  the  number 
of  male  teachers  in  1844  was  2,736 ;  fifty  years  later — in 
1894 — the  number  was  2,795,  whereas  in  the  same  period 
of  time  female  teachers,  unknown  to  the  profession  in  1844, 
increased  to  6,029.  The  increase  in  the  number  of  female 
teachers  employed  is  greater  in  urban  than  in  rural  dis- 
tricts, although  even  in  the  latter  case  they  preponderate. 
The  effect  of  this  transfer  of  the  educational  work  of  the 


GROWTH  OP  THE  ONTARIO  SCHOOL  SYSTEM.  191 


63 
23 
32 
40 
49 


country  from  the  male  sex  to  the  female  sex  can  not  be 
discussed  here  ;  it  may  be  said,  however,  that  so  far  there 
is  no  perceptible  deterioration  in  the  quality  of  the  work 
done  in  the  schoolroom,  while  in  the  matter  of  discipline 
and  in  all  the  other  circumstances  which  go  to  make  school 
life  pleasant  to  the  pupil,  there  has  been  a  very  marked 
improvement.  The  average  age  of  the  teachers  employed 
is  nearly  twenty-six  years  (35*95),  and  their  average  experi- 
ence four  years  and  three  fifths.  The  number  holding  first- 
class  certificates — the  highest  certificate  granted  by  the  de- 
partment— is  262 ;  the  number  holding  second-class  certifi- 
cates 3,184 ;  the  remainder  hold  certificates  of  lower  grades. 

As  to  professional  training  there  is  a  very  gratifying 
and  steady  increase.  In  1867  the  number  of  teachers  who 
had  attended  a  normal  school  was  666  ;  in  1894  this  num- 
ber had  arisen  to  3,207.  Nearly  forty  per  cent  of  all  the 
teachers  of  the  province  have  attended  a  normal  school ; 
of  the  remainder  the  greater  number  have  received  pro- 
fessional training  at  a  county  model  school. 

The  increase  in  teachers'  salaries  has  not  kept  pace  with 
their  professional  attainments  and  is  far  from  satisfactory. 
The  average  salary  of  a  male  teacher  in  the  whole  province 
in  1867  was  15346,  and  in  1894  $421.  The  average  salary 
of  a  female  teacher  was  $226,  and  in  1894  1300.  The  av- 
erage salary  of  male  teachers  in  rural  districts  in  1894  was 
$376,  and  of  female  teachers  $269  ;  the  average  salary  of 
male  teachers  in  cities  $876,  and  of  female  teachers  $415. 
The  average  salary  of  male  teachers  in  towns  was  $632,  and 
of  female  teachers  $303.  The  highest  salary  paid  a  teacher 
in  a  public  school  was  $1,500. 

Maintenance  of  Public  Schools. — The  total  expenditure 
upon  public  schools  in  1867  was  $1,473,000,  or  an  average 
of  $3.67  per  pupil.    In  1894  the  expenditure  had  increased 


192 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


to  $4,248,000,  or  an  average  of  $8.79  per  pupil.  Of  this 
expenditure  the  sum  of  $300,000  was  contributed  by  the 
Legislature  of  Ontario  and  the  sum  of  $3,460,000  was 
raised  by  assessment  on  the  taxable  property  of  the  rate- 
payers. The  amount  expended  on  teachers'  salaries  was 
$2,822,000 ;  on  maps  and  apparatus,  $50,465 ;  on  sites  and 
buildings,  $445,000 ;  and  on  general  expenses,  $870,000. 
The  estimated  value  of  public-school  property  in  1894 
was  $10,600,000. 

Roman  Catholic  Separate  Schools. — The  reports  of  the 
Education  Department  show  that  in  1854  there  were  44 
Koman  Catholic  separate  schools  in  the  province ;  in  1867 
the  separate  schools  numbered  161,  attended  by  18,924  pu- 
pils ;  the  number  at  the  close  of  1894  was  328,  attended  by 
39,762  pupils.  In  1867  the  number  of  teachers  employed 
was  210  ;  in  1894  the  number  increased  to  714,  of  whom 
323  were  lay  teachers  and  391  religious  teachers — that  is, 
teachers  belonging  to  some  religious  order  of  the  Eoman 
Catholic  Church.  The  number  of  pupils  in  the  various 
subjects  in  the  separate-school  course  of  study  bears  the 
same  proportion  to  the  whole  number  in  attendance  as  in 
the  case  of  public  schools,  the  classification  and  optional 
subjects  being  the  same. 

High  Schools. — The  growth  of  the  high-school  system 
of  the  province  since  1867  has  been  very  satisfactory,  as  the 
following  statement  shows : 


Number  of  schools . 
Number  of  teachers 
Number  of  pupils.. 

Cost  per  pupil 

Total  expendituros. 
Paid  for  salaries. . . 
Government  grant. 


1867. 


103 

129 

169 

554 

5,696 

23,523 

$21  80 

$29  27 

$124,181 

$682,532 

$94,820 

$507,441 

$54,562 

$100,000 

1894. 


A 


GROWTH  OP  THE  ONTARIO  SCHOOL  SYSTEM.  I93 


Classification. — The  classification  of  high-school  pu- 
pils is  largely  determined  by  the  course  of  study  required 
for  matriculation  into  the  university.  The  following  table, 
therefore,  to  a  certain  extent,  indicates  the  trend  of  sec- 
ondary education  in  the  province  : 

Classification  op  High-School  Pupils,  1867-'94. 


Composition  and  rhetoric. 

Poetical  literature 

History 

Geography 

Arithmetic 

Algebra 

Euclid 

Trigonometry 

Physics 

Chemistry 

Botany 

Latin 

Greek 

French 

German 

Drawing 

Commercial  subjects 


1867. 


1804. 


4,091 

23,360 

23,416 

4,634 

23.269 

5,264 

23,418 

5,526 

22,404 

2,841 

23.253 

1,847 

20,569 

141 

1,353 

1,876 

7,335 

840 

4,880 

6,088 

5,171 

9,366 

802 

1,080 

2,164 

10,530 

2,785 

676 

14,827 

1,283 

15,101 

From  the  above  table  it  will  be  observed  that  English 
and  English  literature  are  receiving  increased  attention, 
partly  by  the  addition  of  poetical  literature  to  the  course 
of  study  and  partly  by  the  expansion  of  the  subjects  of 
composition  and  rhetoric.  Nor  has  the  mathematical 
group  of  studies  been  neglected,  as  may  be  seen  from 
the  large  increase  in  the  number  of  pupils  in  algebra, 
Euclid,  and  trigonometry.  A  similar  remark  will  apply 
to  the  science  group,  and  particularly  to  the  subjects  of 
chemistry  and  botany.  The  desire  to  meet  a  popular  de- 
mand for  what  is  called  a  practical  education  (what  that 

means  it  is  hard  to  say)  has  led  to  the  establishment  of  a 
14 


194 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


commercial  course  in  high  schools.  This  accounts  for  the 
large  increase  in  the  number  of  pupils  in  commercial 
subjects.  The  language  group  is  somewhat  influenced 
by  the  elective  principle  for  matriculation,  and  therefore 
indicates  to  a  certain  extent  the  preferences  of  pupils 
and  teachers.  In  1867  ninety  per  cent  of  the  whole  at- 
tendance at  the  high  schools  of  the  province  studied  Latin ; 
in  1894  the  number  of  Latin  pupils  was  only  forty  per 
cent  of  the  number  in  attendance.  In  1867  fifteen  per 
cent  of  the  pupils  studied  Greek,  and  in  1894  only  five  per 
cent.  In  1867  thirty-eight  per  cent  of  the  pupils  studied 
French  and  none  studied  German ;  in  1894  these  numbers 
had  increased  to  forty-five  per  cent  and  twelve  per  cent 
respectively. 

Although  the  high-school  course  is  necessarily  taken 
by  persons  looking  forward  to  a  professional  career,  it  is 
worthy  of  notice  that  many  take  the  course  for  the  sake 
of  the  intellectual  culture  which  it  provides.  From  the 
reports  of  high-school  principals  in  the  offices  of  the  de- 
partment, it  appears  that  since  1873  18,709  pupils  have 
taken  a  high-school  course  with  a  view  to  prepare  them- 
selves for  mercantile  life,  and  14,486  left  the  high  school 
for  agricultural  pursuits. 

As  a  test  of  the  efficiency  of  the  high  schools  it  may  be 
stated  that  in  1867, 56  pupils  passed  the  matriculation  ex- 
amination required  by  the  university.  In  1894,  482  pupils 
passed  this  test,  while  1,990  obtained  third-class  literary 
standing  at  the  departmental  examinations,  1,147  sec- 
ond-class literary  standing,  and  302  first-class  literary 
standing. 

The  average  salary  of  principals  of  high  schools  in  1895 
was  $1,065,  and  of  principals  of  collegiate  institutes  11,573. 
The  highest  salary  paid  in  the  whole  province  was  $2,500. 


GROWTH  OP  THE  ONTARIO  SCHOOL  SYSTEM.   195 


Training  of  Teachers. — County  model  schools  for  the 
training  of  teachers  of  third-class  literary  standing  were 
first  established  in  1877,  and  were  attended  that  year  by 
1,146  teachers  in  training.  The  attendance  increased 
to  1,834  in  1895,  and  the  number  of  model  schools  from 
fifty  to  sixty.  The  average  salary  paid  the  principal  of 
a  model  school  is  $844.  The  number  of  normal-school 
students  has  increased  from  257  in  1877  to  442  in  1895, 
and  the  expenditure  on  normal  schools,  etc.,  from  125,780 
to  $52,668.  The  maximum  salary  of  normal-school  prin- 
cipals is  $2,500,  and  of  assistants  is  $2,000.  The  salaries 
-rid  teachers  in  the  model  or  practice  schools  attached  to 
i;he  provincial  normal  schools  are  graduated  according  to 
a  scale  determined  by  the  Education  Department.  The 
first  two  years  of  service  are  considered  probationary.  At 
the  end  of  this  time  an  annual  increase  of  $50  is  allowed 
until  the  maximum  fixed  by  the  department  is  reached. 
For  head  masters  the  minimum  is  $1,300,  and  the  maxi- 
mum $1,500  ;  for  head  mistresses  and  male  assistants  the 
minimum  is  $1,000,  and  the  maximum  $1,200 ;  for  female 
assistants  the  minimum  is  $650,  and  the  maximum  $850 ; 
for  directors  of  kindergartens,  music  masters,  and  drawing 
masters  the  minimum  is  $800,  and  the  maximum  $1,000. 
The  principal  of  the  Ontario  Normal  College  (School  of 
Pedagogy)  is  paid  a  salary  of  $3,000,  and  the  vice  prin- 
cipal $2,300  per  annum. 

The  number  of  teachers'  institutes  has  increased  from 
forty-two  in  1877  to  seventy-three  in  1894,  and  the  num- 
ber of  teachers  in  attendance  from  1,181  in  the  same  year 
to  7,630,  representing  over  ninety  per  cent  of  all  the  teach- 
ers of  the  province.  The  expenditure  upon  teachers'  in- 
stitutes in  1894  was  $6,527,  of  which  sum  $2,000  was 
spent  on  reference  libraries.    The  directors  of  teachers' 


196 


THE  SCHOOL  SYSTEM  OF  ONTARIO. 


institutes  and  the  inspectors  of  model  schools  are  each 
paid  $1,850  annually  and  travelling  expenses. 

Public  Libraries. — The  following  table   shows    the 
number  of  public  libraries  in  1883  and  1895  : 


Number  of  public  libraries 

Number  of  reading  rooms 

Number  of  newspapers  and  periodicals.. 

Number  of  volumes  in  libraries 

Number  of  volumes  issued 

Total  receipts 

Total  assets 


1883. 


03 

59 

1,540 

154,093 

251,920 

159,716 

$255,190 


1895. 


300 

192 

5,13« 

604,719 

1,087,806 

$165,283 

$752,426 


Arbor  Day. — The  number  of  trees  planted  since  the 
establishment  of  Arbor  Day  was  as  follows : 

In  1890 22,250 

"  1891 15,697 

"  1892 14,489 

"  1893 14,103 

"  1894 14,244 


In  1885 38,940 

"  1886 34,087 

"  1887 25,057 

"  1888 25,714 

"  1889 21,281 


Illiteracy. — From  the  decennial  census  of  1891  it  ap- 
pears that  the  percentage  of  the  population  of  the  Province 
of  Ontario  over  twenty  years  of  age,  able  to  write,  was  90*4 ; 
able  to  write  between  ten  and  twenty  years,  94'22,  or  a 
higher  percentage  than  obtained  in  any  of  the  other 
provinces.  The  criminal  statistics,  however,  do  not  show 
any  material  reduction  in  crime,  except  in  the  arrests  for 
drunkenness. 

Higher  Education. — The  progress  of  higher  education, 
so  far  as  high  schools  are  concerned,  has  already  been  con- 
sidered. The  effect  of  their  growth  on  the  provincial  uni- 
versity and  its  affiliated  institutions  has  been  to  broaden 
the  course  of  instruction,  to  re-enforce  the  staff  by  addi- 
tional professors  and  lecturers  in  every  department  of 


GROWTH  OF  THE  ONTARIO  SCHOOL  SYSTEM.  I97 


22,250 
15,697 
14,489 
14,103 
14,244 


study,  and  to  increase  the  attendance  of  students  in  a 
corresponding  degree. 

In  the  academic  year  1884-'85  the  number  of  students 
taking  an  art  course  in  the  University  of  Toronto  was 
348 ;  in  1895-'96  the  number  had  increased  to  875.  In 
its  affiliated  institutions  au  equally  gratifying  increase  has 
taken  place  in  the  number  of  students. 

Briefly  summed  up,  it  may  be  said  that  the  school  sys- 
tem of  the  Province  of  Ontario  takes  in  hand  the  child  of 
four  years  of  age  at  the  kindergarten,  and  watches  over 
his  education  for  a  period  varying  from  eighteen  to  twenty 
years,  or  practically  to  the  close  of  his  professional  train- 
ing. If  at  the  end  of  the  public-school  course  he  con- 
siders his  education  complete  and  goes  no  further,  he  finds 
himself  reasonably  well  equipped  for  the  duties  of  citizen- 
ship. If  he  pursues  his  studies  until  the  end  of  the  high- 
school  course,  he  has  acquired  a  wide  knowledge  of  Eng- 
lish literature,  science,  and  mathematics,  and  one  or  more 
foreign  languages.  If  he  has  chosen  for  himself  a  profes- 
sional career,  the  provincial  university,  either  through  its 
own  faculty  or  the  faculties  of  affiliated  institutions,  offers 
him  substantial  facilities  for  achieving  success  and  per- 
haps distinction  in  the  profession  of  his  choice. 


APPENDIX. 

Report  on  the  Sanitary  Condition  of  Rural  Schools. 

In  the  autumn  of  1895,  searching  inquiry  was  made 
hy  the  department,  through  the  inspectors,  with  regard  to 
the  health  of  teachers  and  pupils,  and  the  sanitary  condi- 
tion of  rural  schools.  As  the  inspectors  were  not  able  in 
the  term  to  complete  their  inspection  of  all  the  rural 
schools,  the  report  is  incomplete.  Nevertheless,  it  may 
be  accepted  as  reasonably  conclusive  with  regard  to  all 
matters  to  which  it  refers.  The  following  schedule  was 
filled  up  by  the  inspector  on  his  visit  to  each  school,  from 
which  the  summary  for  his  district  was  afterward  made  : 

Special  Repoet  on  the  Sanitary  Condition  of  Rural  Schools. 

Report  on  Teacher. 

Name  of  teacher :  age ; 

years'  experience ;  would  you  consider  teachers'  health  as 

excellent,  good,  or  inferior ;  number  of  days  lost 

by  illness  in  1895 ;  was  illness  caused  by  any  schoolroom 

defect ;   does  teacher  take  luncheon  in   schoolroom 

;  has  teacher  any  fixed  rules  for  exercise ; 

does  teacher  go  out  of  doors  at  recess ;  at  noon 

Report  on  Pupils, 

Number  of  boys  present ;  girls ;  how  many  boys 

would  you  rate  as  in  feeble  health ;  girls ; 

how  many  wear  glasses ;  how  many  of  defective  hear- 
ing  ;  how  many  are  indifferent  to  games  and  play ; 

are  pupils  more  easily  managed  in  the  forenoon  or  afternoon 

;  how  many  take  luncheon  in  the  schoolroom 

198 


APPENDIX. 


199 


;  what  sports  do  boys  favour. ; 

what  sports  do  girls  favour ;  number  of  prop- 
erly organized  sporting  clubs  among  boys ;  number  of 

matches  played  by  school  in  1895 ;  any  epidemic  among 

pupils  in  1895 ;  of  what  nature ; 

number  who  complain  of  headaches 

Report  on  Schoolkouse. 

Size  of  schoolhouse ;  material , . ;  are 

cubic  contents  sufficient  for  average  attendance ;  do. 

for  enrolment ;  has  school  building  porch  or  ante- 
room  ;    when  was   schoolroom  last  whitewashed 

;  when  was  floor  last  scrubbed ; 

how  often  swept ;  by  whom  swept ; 

what  provision  made  by  trustees  for  scrubbing  and  sweeping 

;  cost  of ;  are  seats  graduated  in  height 

;  are  seats  of  good  form  and  comfortable ; 

are  rooms  properly  lighted ;  are  windows  provided 

with  blinds  in  good  order ;  are  windows  on  weights 

;  any  structural  provision  for  ventilation j 

are  stoves  and  pipes  in  good  repair  and  cleanly 

Report  on  School  Orounds. 

Is  position  of  school  site  with  respect  to  elevation  of  the  ground, 
safety  from  malaria  from  swamps,  and  suitability  for  its  purpose 
(having  regard  to  the  health  and  comfort  of  the  pupils),  excellent, 
good,  bad ;  is  condition  of  fence  excellent,  good,  or  bad  ;  condition 
of  gates  excellent,  good,  or  bad ;  are  proper  walks  made  from  gates 

to  schoolhouse  door ;  are  grounds  level  and 

dry  and  suitable  for  playgrounds ;  number  of  shade 

trees  that  appear  healthy ;  number  flower  beds ; 

is  well  on  the  premises ;  is  it  in  a  sanitary  location  and 

condition ;  are  there  separate  closets  for  the  sexes 

;  how  many  screened ;  how  many  have  plank 

or  gravel  approaches ;   are  they  regularly  disinfected 

;  how  often  does  teacher  inspect  them :  in 

good  condition  at  date  of  visit ;  any  woodshed ; 

area  of  grounds 

In  connectioQ  with  the  above  schedule,  instructicns, 


WiLLIAMSTOWN 

PUBLIC  LIBRA 


200 


THE  SCHOOL  SYSTEM  OP  ONTARIO. 


signed  by  the  Minister  of  Education,  were  sent  to  inspect- 
tors  as  follows : 

"  As  several  of  the  answers  to  the  inquiries  in  the 
schedule  sent  herewith  can  not  be  conveniently  tabulated,  I 
shall  feel  greatly  obliged  if  you  will  summarize  your  obser- 
vations upon  the  answers  received  in  a  few  paragraphs  sup- 
plementary to  the  statistical  report.  For  instance,  in  your 
report  on  teachers  I  would  like  to  have  the  general  result 
of  the  information  obtained  with  respect  to  the  health  of 
teachers,  the  effect  of  the  schoolroom  upon  their  powers 
of  endurance,  the  ailments  incident  to  the  profession,  and 
the  care  taken  by  teachers  to  maintain  unimpaired  their 
physical  powers.  I  would  like  to  ki.^w  to  what  extent 
teachers  suffer  from  the  effects  of  bad  ventilation  or  the 
unsanitary  condition  of  the  schoolroom,  and  if  in  your 
opinion  there  is  any  disease  peculiar  to  the  teaching  pro- 
fession, such  as  myopia,  or  bronchitis,  or  phthisis,  or  any 
neurotic  trouble  which  could  be  mitigated  by  greater 
care  on  their  own  part  or  on  the  part  of  the  school  au- 
thorities. It  is  important  to  know  whether  the  conditions 
under  which  the  teacher  pursues  his  profession  are  as 
favourable  to  the  full  enjoyment  of  health  as  they  should 
be,  both  for  his  own  sake  and  for  the  proper  discharge 
of  the  public  service  which  he  is  called  upon  to  per- 
form. 

"  In  answer  to  the  questions  with  regard  to  pupils,  I 
should  also  desire  your  opinion  on  a  number  of  points. 
For  instance,  are  spectacles  more  used  by  pupils  now  than 
they  were  ten  years  ago  ?  Do  children  show  signs  of  spinal 
curvature  or  rounded  shoulders,  or  any  other  physical  de- 
fect which  you  think  greater  vigilance  could  prevent  ?  It 
is  also  important  to  study  carefully  the  evil  effects  which 
overcrowding  and  bad  ventilation  have  upon  the  pupils' 


kii»r'- 


APPENDIX. 


201 


powers  of  study,  upon  their  temper,  and  their  desire  to 
enjoy  themselves.  My  reference  to  games  and  sports  is  to 
draw  out  the  teachers  with  regard  to  the  development  of 
those  manly  sports  without  which  a  boy's  education  even 
at  an  ordinary  public  school  is  incomplete.  No  teacher 
should  neglect  the  organization  of  clubs  for  cricket,  base- 
ball, football,  etc.  The  training  which  a  boy  gets  on  the 
playground  is  just  as  useful  as  any  part  of  his  school 
course,  not  simply  because  it  is  healthful,  but  because  it 
develops  his  self-control,  his  powers  of  self-defence,  and 
his  mettle  in  competing  for  the  mastery  in  an  honourable 
way  over  his  fellows. 

"  In  reporting  upon  schoolhouses  I  would  like  to  know 
particularly  as  to  the  arrangements  made  for  sweeping, 
scrubbing,  and  whitewashing.  I  fear  these  elementary 
principles  of  cleanliness  are  very  much  neglected  in  many 
school  sections.  It  is  hard  to  realize  what  injury  may 
accrue  to  pupils  and  teachers  from  the  polluted  dust  with 
which  the  atmosphere  of  many  schoolrooms  is  loaded. 
The  seeds  of  such  diseases  as  diphtheria,  scarlet  fever, 
typhoid  fever,  or  consumption  may  through  this  medium 
be  transferred  to  many  a  promising  pupil  and  teacher, 
with  the  most  disastrous  results. 

"  The  examination  of  the  school  grounds  is  most  im- 
portant. Are  they  tidy  and  well  kept?  Are  they  mud 
puddles  in  spring  and  fall,  or  are  they  well  drained,  and 
with  proper  walks  ?  Are  they  neatly  fenced  and  planted 
with  trees  ?  Are  they  large  enough  for  playground  pur- 
poses, or  are  the  pupils  obliged  to  play  upon  the  highways, 
etc.  ?  But  what  is  most  important  is  the  sanitary  condi- 
tion of  the  closets.  I  fear  there  is  an  amount  of  neglect  in 
this  respect  in  many  parts  of  the  province  that  must  react 
upon  the  morals  as  well  as  upon  the  health  of  many  pupils. 


202  THE  SCHOOL  SYSTEM  OF  ONTARIO. 

Let  there  be  no  sparing  this  evil  if  it  exists.    Deal  with  it 
fully  and  fearlessly." 

The  result  of  this  inquiry  is  contained  in  the  following 
statement : 

Summary  Report  on  the  Sanitary  Condition  of  the  Rural 
Schools  of  Ontario,  1895. 

Total  number  of  schools  reported 3,794 

"          "       "  rural  schools  in  Ontario 4,749 

The  Teachers, 

Male  teachers  in  schools  inspected 1,763 

Female  teachers  in  schools  inspected 2,297 

Average  age  (male  and  female) 25*95 

Average  years'  experience 4*6 

Days  lost  by  sickness 4,314 

Cases  of  sickness  chargeable  to  schoolroom 37 

Number  of  teachers  who  take  regular  exercise 2,297 

Health  of  teachers,  excellent 2,271 

"       "        "        good 1,645 

"       "        "         inferior 141 

The  Schoolhouse. 

School  rooms  below  regulations  in  cubic  contents  . .  490^ 

Number  without  porch 1,307 

"            "           "     or  anteroom 769 

Schools  not  whitewashed,  1895 1,820 

Not  scrubbed,  1895 265 

Not  swept  daily 405 

Number  in  which  seats  are  defective 713 

"       without  suitable  or  sufficient  blinds 916 

"             '•       windows  on  weights 2,613 

"             "       structural  ventilation 2,341 

Stoves  and  fixtures  in  bad  repair 352 

Sohoolhouses,  grade  I 1,366 

"     TI 1,875 

«               '•     III 613 


APPENDIX. 


203 


490^ 

1,307 

769 

1,820 

265 

405 

713 

916 

2,613 

2,341 

352 

1,866 

1,875 

613 


The  Pupils. 

Boys  present 58,474 

Girls       "      60,707 

Number  who  wear  glasses 680 

•*        defective  hearing 1,005 

"        apparently  weakly 1,966 

"        who  complain  of  headaches 4,981 

••        indifferent  to  play 1,366 

"        who  luncheon  in  school 92,001 

Organized  sporting  clubs 316 

Cases  of  epidemic  diseases 919 

The  School  Grounds. 

Schools  on  a  sanitary  site,  excellent 80 

"          "         "         "    good 1,317 

"          "         "         "    inferior 257 

Fences  and  gates,  excellent 1,243 

"       "      good 1,698 

"        "       "      inferior 824 

Number  with  walks  where  required 1,552 

"       of  growing  shade  trees 50,449 

Wells  in  good  condition 1,937 

Number  with  separate  closets 3,535 

"       not  screened 2,343 

"       in  good  condition  at  date  of  visit 2,908 

Woodsheds 2,459 

Average  area  of  grounds 62  acre 

School  grounds,  grade  1 1,228 

"     II 1,803 

"            "      III 775 


THE    END. 


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•'■        Allen,  author  of  "  Flowers  and  their  Pedigrees,"  etc. 

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ley,  F.  R.  S.,  Professor  of  Get^raphy  in  King's  College,  London. 
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G.  F.  Chambers,  F.  R.  A.  S. 


T 


T 


IN    PREPARATION. 

'J^HE    STORY   OF  ELECTRICITY.      By   John 
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'J^HE  STORY  OF  A  PIECE  OF  COAL.     By  E. 
-*       A.  Martin. 


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THE  STORY  OF  THE  WEST  SERIES. 

Edited  by  Ripley  Hitchcock. 

"There  is  a  vast  extent  of  territory  lying  between  the  Missouri  River  and  the  Pacific 
coast  which  has  barely  been  skimmed  over  so  far.  That  the  conditions  of  life  therein 
are  undergoing  changes  little  short  of  marvelous  will  be  understood  when  one  recalls 
the  fact  that  the  first  white  male  child  born  in  Kansas  is  still  living  there;  and  Kansas 
is  by  no  means  one  of  the  newer  States.  Revolutionary  indeed  has  been  the  upturning 
of  the  old  condition  of  affairs,  and  little  remains  thereof,  and  less  will  remain  as  each 
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the  cowboy  life,  the  wild  horse,  and  the  antelope.  Histories,  many  of  them,  have  been 
written  about  the  Western  country  alluded  to,  but  most  if  not  practically  all  by  oiitsi<lers 
who  knew  not  personally  that  life  of  kaleidoscopic  allurement.  But  ere  it  shall  have 
vanished  forever  we  are  likely  to  have  truthful,  complete,  and  charming  portrayals  of 
it  produced  by  men  who  actually  know  the  life  and  have  the  power  to  describe  it"— 
henry  Edward  Koud,  in  The  Mad  and  Express. 


T 


NOW  READY. 

HE  STORY  OF  THE  INDIAN.  By  George 
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Lodge  Tales,"  etc.     i2ino.     Cloth,    illustrated.    $1.50. 

"  A  valuable  study  of  Indian  life  and  character,'.  .  .  An  attractive  book,  ...  in 
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"Among  the  various  books  respecting  the  abbi-igines  of  America,  Mr.  Grinnell's 
easily  takes  a  leading  position.  He  takes  the  reafer  directly  to  the  camp-fire  and  the 
council,  and  shows  us  the  American  Indian  as  Mb  really  is.  ...  A  book  which  will 
convey  much  interesting  knowledge  respecting  aimce  which  is  now  fast  passing  away." 
^Boston  Commercial  Bulletin.  " 

"  It  must  not  be  supposed  that  the  volume  is  one  only  for  scholars  and  libraries  of 
reference.  It  is  far  more  than  that  ^  While  it  is  a  true  story,  yet  it  is  a  story  none  the 
less  abounding  in  picturesque  description  and  charming  anecdote.  We  regard  it  as  a 
valuable  contribution  to  American  literature." — N.  Y.  Mail  and  Express. 

"  A  most  attractive  book,  which  presents  an  admirable  graphic  picture  of  the  actual 
Indian,  whose  home  life,  religious  observances,  amusements,  together  with  the  various 
phases  of  his  devotion  to  war  and  the  chase,  and  finally  the  effects  of  encroaching  civ- 
ilization, are  delineated  with  a  certainty  and  an  absence  of  ^entimentalism  or  hostile 
prejudice  that  impart  a  peculiar  distinction  to  this  eloquent  story  of  a  passing  life." — 
Buffalo  Commercial. 

"  No  man  is  better  qualified  than  Mr.  Grinnell  to  introduce  this  series  with  the  story 
of  the  original  owner  of  the  West,  the  North  American  Indian.  Long  acquaintance 
and  association  with  the  Indians,  and  membership  in  a  tribe,  combined  with  a  high 
degree  of  literary  ability  and  thorough  education,  has  fitted  the  author  to  understand 
the  red  man  and  to  present  him  taiirlj--  to  others."— AVw  York  Observer. 

IN  PREPARATION. 

The  Story  of  the  Mfae.    By  Charles  Howard  Shinn. 
The  Story  of  the  Trapper.    By  Gilbert  Parker. 
The  Story  of  the  Explorer. 
The  Story  of  the  Cowboy. 
The  Story  of  the  Soldier. 
The  Story  of  the  Railroad. 


New  York :  D.  APPLETON  &  CO.,  72  Fifth  Avenue. 


SIS. 


iS. 


ind  the  Pacific 
I  of  life  therein 
len  one  recalls 
e;  and  Kansas 
the  upturning 
emain  as  each 
id  Comanchcs, 
icm,  have  been 
all  by  oiitsi<lers 
e  it  shall  have 
I  portrayals  of 
describe  it"— 


George 

"  Blackfoot 
[.50. 

book,  ...  in 
Y'ork  Tribune. 

Mr.  Grinnell's 
ip-fire  and  the 
ok  which  will 
>assing  away." 

nd  libraries  of 
story  none  the 
regard  it  as  a 
s, 

e  of  the  nctual 
ith  the  various 
croaching  civ- 
lism  or  hostile 
assing  life." — 

i  with  the  story 

acquaintance 

d  with  a  high 

to  understand 


aiNN. 


enue. 


AirfMki'n' 


